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How to Manage Imposter Syndrome in Medical School

If you’ve ever sat in a classroom convinced that everyone else understands more than you do, or walked out of a patient encounter replaying every small mistake in your head, you’re not alone. Imposter syndrome is almost a rite of passage in medical school. It shows up quietly at first, maybe as a flicker of self-doubt during anatomy lab, and then grows louder during exams, clinical rotations, and moments when expectations feel impossibly high.

 

The strange part is that imposter syndrome tends to affect the very people who are objectively doing well. The students who got into medical school through years of discipline and resilience are often the same ones who feel like they somehow slipped through the cracks. So if you’re feeling this way, it’s not a sign that you don’t belong, it’s often a sign that you care deeply about doing well in a high-stakes environment.

 

This post isn’t about eliminating those feelings entirely (because that’s not realistic), but about learning how to understand them, manage them, and move forward anyway.

 

Why Imposter Syndrome Feels So Strong in Medical School

Medical school is almost perfectly designed to amplify self-doubt. You’re constantly surrounded by high-achieving peers, exposed to massive volumes of information, and evaluated in ways that can feel both frequent and unforgiving. Not to mention the high stakes nature of being responsible for peoples’ lives. What used to make you feel confident, being “the smart one” or the top student, suddenly feels less certain when everyone around you has a similar background.

 

There’s also the shift from preclinical learning to clinical environments. You go from studying controlled material to navigating real patient interactions where there’s no script and no perfect answer. It’s common to interpret uncertainty in these moments as incompetence rather than what it actually is: the normal process of learning medicine.

 

On top of that, feedback in medical training can be inconsistent. You might receive vague comments like “read more” or “be more confident,” which can leave you filling in the blanks with self-criticism. Without clear benchmarks, it’s easy to assume you’re underperforming, even when you’re not.

 

The Hidden Cost of Staying Silent About It

One of the most difficult parts of imposter syndrome is how isolating it feels. You look around and assume that everyone else is confident, composed, and quietly succeeding. But the reality is that many of your classmates are having the same thoughts, they’re just not saying them out loud.

 

When imposter feelings stay internal, they multiply. You might start attributing your successes to luck and your struggles to personal failure. Over time, this can lead to burnout, avoidance, or even questioning whether you should continue in medicine at all.

 

Talking about it, even casually with a friend, mentor, or resident, can be surprisingly powerful. Often, the response you’ll get is some version of: “I felt that way too.” That moment alone can shift the narrative from “I don’t belong here” to “this is part of the process.”

 

Reframing What Competence Actually Looks Like

A big driver of imposter syndrome is the belief that competent medical students should know everything, perform flawlessly, and never hesitate. But that definition doesn’t match reality.

 

Competence in medicine is not about immediate mastery, it’s about progression. It’s about showing up prepared, staying curious, asking thoughtful questions, and improving over time. The student who asks for clarification or admits uncertainty is often learning more deeply than the one who stays silent out of fear.

 

Instead of measuring yourself against an unrealistic standard of perfection, it helps to adopt a more accurate internal benchmark: Are you learning? Are you trying? Are you improving, even incrementally?

 

When you shift your definition of competence, the gap between where you are and where you think you “should” be becomes much less intimidating.

 

Separating Feelings from Facts

One of the most useful skills for managing imposter syndrome is learning to distinguish between what you feel and what is objectively true.

 

You might feel like you’re the least knowledgeable person on your team. But the facts might be that you passed your exams, earned strong evaluations, and were accepted into a competitive program. Those facts don’t disappear just because your internal narrative says otherwise.

 

A simple exercise is to write down the evidence. When you catch yourself thinking, “I don’t deserve to be here,” counter it with specific, concrete examples of your effort and achievements. This isn’t about inflating your ego, it’s about grounding yourself in reality. Over time, this practice helps weaken the automatic negative thoughts that fuel imposter syndrome.

 

Letting Go of the Comparison Trap

Comparison is almost unavoidable in medical school, but it’s rarely helpful. There will always be someone who seems to know more, answer faster, or perform more confidently. What you don’t see is their internal experience, their study habits, or the areas where they feel uncertain.

 

The problem with comparison is that it’s selective. You compare your internal doubts to someone else’s external performance, which creates a distorted picture. It’s an unfair comparison from the start.

 

Instead, try redirecting that energy inward. Focus on your own trajectory, what you understand now that you didn’t before, the skills you’ve developed, the ways you’ve grown. Medicine is a long training process, and the only meaningful comparison is between your past and present self.

 

Building Confidence Through Action, Not Perfection

Confidence in medicine doesn’t come from waiting until you feel ready. It comes from taking action despite not feeling ready, especially in situations that feel uncomfortable.

 

That might mean volunteering an answer even if you’re unsure, picking up a patient case you’ve never heard of before, or attempting practice questions before you feel fully prepared. Each of these moments builds evidence that you can handle uncertainty.

 

Avoiding these situations might feel safer in the short term, but it reinforces the idea that you’re not capable. Leaning into them, even imperfectly, gradually rewires that belief. It’s also worth remembering that confidence is often built quietly. It’s in the repetition of small actions: studying consistently, showing up to rotations, asking questions, reflecting on feedback. These don’t always feel like big wins in the moment, but they accumulate into real competence over time.

 

Using Feedback as a Tool, Not a Judgment

Feedback can be one of the biggest triggers for imposter syndrome, especially when it’s vague or critical. It’s easy to interpret feedback personally as a reflection of your worth as a student rather than as guidance for improvement.

 

A helpful shift is to view feedback as data. Instead of asking, “What does this say about me?” ask, “What can I do differently next time?” This turns feedback into something actionable rather than personal.

 

If feedback is unclear, it’s okay to ask for specifics. Questions like, “Can you give me an example of how I could improve my presentations?” can make a big difference. Clear feedback reduces the tendency to fill in the gaps with negative assumptions.

 

Creating a Support System That Feels Real

Having people you can be honest with is one of the most effective ways to manage imposter syndrome. This might be a close friend in your class, a resident you trust, or a mentor who remembers what it felt like to be in your position.

 

The key is finding people with whom you don’t feel the need to perform. Conversations where you can say, “I have no idea what I’m doing,” without judgment are incredibly grounding. If you don’t have that yet, it’s worth seeking out. Sometimes it starts with a small moment of vulnerability that opens the door for a more genuine connection.

 

Recognizing That Growth Feels Like Discomfort

One of the reasons imposter syndrome is so persistent is that it often shows up during periods of growth. When you’re learning something new, stretching your abilities, or stepping into unfamiliar roles, discomfort is inevitable.

 

It’s easy to misinterpret that discomfort as a sign that you’re failing. But in many cases, it’s actually a sign that you’re progressing. Think about the first time you tried to read an EKG, present a patient, or interpret lab results. It likely felt overwhelming. Over time, those same tasks become more manageable—not because you suddenly became “good enough,” but because you practiced. Reframing discomfort as growth can make imposter feelings feel less threatening and more temporary.

 

Giving Yourself Credit Along the Way

Medical training is long, and it’s easy to focus only on how far you still have to go. But taking time to acknowledge how far you’ve already come is just as important. You’ve learned an enormous amount of material, developed clinical skills, and navigated a demanding environment. None of that happens by accident.

 

Giving yourself credit doesn’t mean ignoring areas for improvement. It means recognizing that you’re already doing something difficult, and doing it well enough to keep moving forward.

 

Moving Forward Without Waiting to Feel “Ready”

The idea that you’ll eventually reach a point where you feel completely confident and free of doubt is appealing, but not realistic. Even experienced physicians continue to have frequent moments of uncertainty throughout their careers.

 

The goal isn’t to eliminate those feelings, it’s to change your relationship with them. Instead of seeing them as a signal to stop, you can learn to see them as background noise that doesn’t have to dictate your actions. You can still show up, participate, learn, and grow, even when a part of you feels unsure.

 

And over time, something interesting happens. The voice of imposter syndrome doesn’t necessarily disappear, but it becomes quieter, less convincing, and easier to ignore.

 

Final Thoughts

If you’re dealing with imposter syndrome in medical school, it doesn’t mean you’re falling behind. It means you’re in an environment that’s pushing you to grow, and you’re aware enough to care about how you’re doing. And most importantly, it means you’re normal.

 

Feelings of imposter syndrome is not a weakness. It’s part of what will make you a thoughtful, reflective, and ultimately excellent physician.

 

You don’t have to feel like you belong every single day. You just have to keep showing up, and let your actions, not your doubts, define your path forward.

Dulcor • LITFL • Eponymythology

Rubor, tumor, calor, dolor … and the sweet sign inflammation never had

Around AD 30, in the reign of Tiberius, the Roman encyclopaedist Aulus Cornelius Celsus, whose status as a practising physician remains uncertain, set down four words that medicine has spent two thousand years failing to improve upon.

Notae vero inflammationis sunt quattuor: rubor et tumor cum calore et dolore
The marks of inflammation are four: redness and swelling, with heat and pain

Rubor. Tumor. Calor. Dolor. You can see the first two and feel the last two. The splinter, the boil, the hot red joint, the body lighting a bonfire to burn out a threat. Twenty centuries of immunology later, the quartet still survives every viva, usually mangled at 3 a.m. by an exhausted intern into “rubor, timor, calor… door.”

The fifth sign, and a small act of myth-making

With functio laesa (loss of function), there were five. The joint that will not bend, the lung that will not fill. In almost any textbook the fifth sign is handed to Galen, the second-century colossus of Pergamon. A good story, but almost certainly, a fabrication.

Galen did not, so far as the surviving corpus shows, set functio laesa beside Celsus’s four as a fifth cardinal sign. As Leland J. Rather laid out in his 1971 synopsis of the legendary fifth cardinal sign, the tag functio laesa cannot be found in the Galenic corpus at all. The familiar five-part formula appears to be a much later synthesis, subsequently projected back onto Galen.

The later addition has been attributed variously to Thomas Sydenham and Rudolf Virchow. In his 1858 lectures on Die Cellularpathologie, Virchow placed disturbed function at the centre of cellular disease and is often credited with formalising functio laesa as the fifth sign. His association between chronic inflammation and tumour formation followed in Die krankhaften Geschwülste, published from 1863.

We are not the first to covet a place at Celsus’s table. Gerontologists have proposed penuria defining scarcity and the slow bankruptcy of cellular reserve, as a fifth sign of ageing.

All five describe the same fire

Together, the five signs form the fingerprint of acute inflammation, the hot, red, fast bonfire that flares and, mostly, resolves. The fire of the splinter and the strep throat. The fire Celsus could watch with his own eyes from across the atrium.

But another inflammatory fire does much of its damage unseen. It is cold. It smoulders for thirty years and then announces itself, fully grown, as a myocardial infarction, a stroke, dementia, or tumour. It travels under modern names such as metaflammation and inflammaging. On the surface it shares almost nothing with Celsus. No rubor. No calor. No dolor to drive the patient through your door. By the time there is functio laesa, the building has already burned to the joists.

You cannot see this fire. You cannot feel it. Which is precisely why it has been so easy, for so long, to look straight past it.

The accelerant is sweet

So what helps feed the cold fire? One answer is sugar. Not merely as calories, but as chemistry.

When a sugar meets a protein and no enzyme is there to chaperone the introduction, the two fuse, rearrange, and refuse to let go. This is the Maillard reaction. The browning of toast and seared steak running quietly at 37°C inside your own tissues, with no cook and no flame. Its later products include advanced glycation end-products (AGEs), a heterogeneous collection of molecular caramels, some of which cross-link collagen, stiffen tissues or engage inflammatory signalling.

Some AGEs bind RAGE and activate NF-κB signalling, helping to sustain a low-grade inflammatory response. Dietary AGEs and sustained hyperglycaemia approach the problem from different directions, but both may add to the glycative burden (Paparo et al., 2024).

It is, in the most literal biochemical sense, sweet inflammation. It has pathways, receptors, biomarkers and acronyms. What it lacks is a cardinal sign.

Dulcor

We would like to give it one.

Dulcor (genitive dulcoris) is a Late Latin third-declension noun derived from dulcis, “sweet”. The fourteenth-century mystic Richard Rolle even paired it with calor in the triad calor, canor, dulcor: heat, song and sweetness. We are simply changing the pathology.

By a small grammatical grace, it carries the same -or ending as the four elders:

Rubor. Tumor. Calor. Dolor. Dulcor.

It scans. It belongs. Dulcor names the dimension the original four miss, the silent, sugar-driven, glycative inflammation that wears no colour, throws no heat, and inflicts no pain until the damage is long done. The classical signs describe the fire you detect with your eyes and your hands. Dulcor describes the fire you can detect only with chemistry.

Sweetness also has medical pedigree. Pliny described saccharon as an imported “honey collected in reeds brittle to the teeth… and used solely for medicinal purposes.” Two thousand years on, the medicine is in everything, and we are still arguing about the dose.

Can you see dulcor?

Many tissue AGEs fluoresce. A desktop skin autofluorescence reader can turn a faint signal into a numerical estimate of long-term tissue AGE accumulation. The measurement correlates with biopsy-derived AGE markers and has been associated with cardiovascular events and mortality, although it remains an indirect biomarker rather than a literal view of glycation.

It is, more or less, a way to see dulcor, the glycative burden hidden from the naked eye. Celsus had his fingertips. We have a UV lamp.

A modest proposal

Celsus was a close observer of medicine whose four words outlived every credentialled physician of his century. We offer dulcor in the same spirit. Not to unseat rubor, tumor, calor, dolor or their disputed cousin functio laesa, but to finish the thought by naming the sweet, cold, smouldering process quietly ageing us from within.

Dolor is what brings the patient to the door.
Dulcor is what has been burning, unseen, for thirty years before they arrive.

Aulus Cornelius Celsus, handed a skin reader and a flat white, might understand the proposal in an afternoon. Two thousand years later, we are still trying to make the invisible visible.

References
  • Celsus AC. De Medicina. Liber III. c. AD 30.
  • Pliny the Elder (Gaius Plinius Secundus). Naturalis Historia. Liber XII, cap. 17 (Saccaron). c. AD 77
  • Virchow R. Die krankhaften Geschwülste dreissig Vorlesungen gehalten während des Wintersemesters 1862-1863 an der Universität zu Berlin. 1863
  • Maillard LC. Action des acides aminés sur les sucres; formation des mélanoïdines par voie méthodique. Comptes Rendus Hebdomadaires des Séances de l’Académie des Sciences. 1912; 154: 66–68.
  • Rather LJ. Disturbance of function (functio laesa): the legendary fifth cardinal sign of inflammation, added by Galen to the four cardinal signs of Celsus. Bull N Y Acad Med. 1971 Mar;47(3):303-22.
  • Meerwaldt R, Graaff R, Oomen PHN, Links TP, Jager JJ, Alderson NL, Thorpe SR, Baynes JW, Gans ROB, Smit AJ. Simple non-invasive assessment of advanced glycation endproduct accumulation. Diabetologia. 2004 Jul;47(7):1324-1330
  • Tracy RP. The five cardinal signs of inflammation: Calor, Dolor, Rubor, Tumor … and Penuria (Apologies to Aulus Cornelius Celsus, De medicina, c. A.D. 25). J Gerontol A Biol Sci Med Sci. 2006 Oct;61(10):1051-2.
  • Hotamisligil GS. Inflammation and metabolic disorders. Nature. 2006 Dec 14;444(7121):860-7.
  • Köckerling F, Köckerling D, Lomas C. Cornelius Celsus–ancient encyclopedist, surgeon-scientist, or master of surgery? Langenbecks Arch Surg. 2013 Apr;398(4):609-16.
  • Franceschi C, Campisi J. Chronic inflammation (inflammaging) and its potential contribution to age-associated diseases. J Gerontol A Biol Sci Med Sci. 2014 Jun;69 Suppl 1:S4-9. 
  • Korniluk A, Koper O, Kemona H, Dymicka-Piekarska V. From inflammation to cancer. Ir J Med Sci. 2017 Feb;186(1):57-62.
  • Smith PK, Masilamani M, Li XM, Sampson HA. The false alarm hypothesis: Food allergy is associated with high dietary advanced glycation end-products and proglycating dietary sugars that mimic alarmins. J Allergy Clin Immunol. 2017 Feb;139(2):429-437.
  • Cavero-Redondo I, Soriano-Cano A, Álvarez-Bueno C, Cunha PG, Martínez-Hortelano JA, Garrido-Miguel M, Berlanga-Macías C, Martínez-Vizcaíno V. Skin Autofluorescence-Indicated Advanced Glycation End Products as Predictors of Cardiovascular and All-Cause Mortality in High-Risk Subjects: A Systematic Review and Meta-analysis. J Am Heart Assoc. 2018 Sep 18;7(18):e009833
  • van Waateringe RP, Fokkens BT, Slagter SN, van der Klauw MM, van Vliet-Ostaptchouk JV, Graaff R, Paterson AD, Smit AJ, Lutgers HL, Wolffenbuttel BHR. Skin autofluorescence predicts incident type 2 diabetes, cardiovascular disease and mortality in the general population. Diabetologia. 2019 Feb;62(2):269-280
  • Paparo L et al. How dietary advanced glycation end products could facilitate the occurrence of food allergy. J Allergy Clin Immunol. 2024 Mar;153(3):742-758.
  • Zhang Q, Yu G, Jiang Y, Shi H, Yang X, Gao Z, Wang Q, Sun J, Wang C, Li Q, Li H, Fu L. Dietary advanced glycation end-products promote food allergy by disrupting intestinal barrier and enhancing Th2 immunity. Nat Commun. 2025 May 28;16(1):4960.

eponymythology

the myths behind the names

Prof Pete Smith, MBBS, BMedSci, PhD (molecular immunology), FRACP. Australian based allergist and immunologist founder of Queensland Allergy Services. Active member of the Australasian Society of Clinical Immunology & Allergy, and a regular expert commentator in the media

BA MA (Oxon) MBChB (Edin) FACEM FFSEM. Emergency physician, Sir Charles Gairdner Hospital. Passion for rugby; medical history; medical education; and asynchronous learning #FOAMed evangelist. Co-founder and CTO of Life in the Fast lane | On Call: Principles and Protocol 4e| Eponyms | Books |

Alfred Velpeau • LITFL • Eponym Library

Alfred-Armand-Louis-Marie Velpeau (1795-1867) was a French Surgeon.

Velpeau was one of the most accomplished French surgeons and anatomists of the nineteenth century. Rising from rural poverty to the chair of clinical surgery in Paris, he combined clinical experience with an extraordinary literary output spanning operative surgery, regional anatomy, obstetrics, embryology and diseases of the breast. He was renowned for his breadth of knowledge, anatomical descriptions and willingness to revise established opinion when confronted by new evidence.

His name survives with the Velpeau bandage, the Velpeau projection, and quadrilateral space of Velpeau. His wider contributions include early descriptions of suppurative axillary disease, painful crepitant tenosynovitis, leukaemia and chronic destructive dermatoses of the nipple.

Biography
  • Born May 18, 1795 at Brèches, Indre-et-Loire, France, the son of a rural farrier who practised veterinary medicine. [aka 29 Floréal, Year III of the French Republican calendar]
  • 1816 – Entered the Hôpital Général de Tours. Studied clinical examination, anatomy, autopsy and experimental medicine under Pierre-Fidèle Bretonneau (1778–1862)
  • 1818 – Appointed premier élève at the Hôpital Général de Tours.
  • 1819 – Qualified as an officier de santé, permitting him to practise medicine within the department without holding a university medical doctorate.
  • 1820 – Moved to Paris to continue his medical education. Worked with anatomist Jules Cloquet (1790–1883)
  • 1821 – Awarded the École pratique prize in anatomy and physiology and appointed aide d’anatomie at the Paris Faculty of Medicine.
  • 1823 – Graduated MD from the Faculty of Medicine of Paris with his Thèse sur quelques propositions de médecine defended under the presidency of René Laennec (1781–1826)
  • 1824 – Successful in the first series of examinations for the restored concours d’agrégation and appointed agrégé de médecine with his thesis An tuberculorum crudorum in pulmonibus certa diagnosis? possibilis curatio?
  • 1828 – Passed the competitive examination for the Paris hospital surgical service and was appointed chirurgien du Bureau central des hôpitaux.
  • 1830 – Appointed surgeon at the Hôpital de la Pitié. Competed, initially without success, for a professorial chair at the Paris Faculty of Medicine.
  • 1832 – Elected resident adjunct member of the Académie royale de médecine
  • 1834 – Appointed professor of clinical surgery at the Faculty of Medicine of Paris, succeeding Alexis Boyer (1757–1833).
  • 1835 – Took charge of the surgical clinic at the Hôpital de la Charité, where he taught and practised for the remainder of his career.
  • 1843 – Elected to the Académie des sciences, section of medicine and surgery, succeeding Dominique-Jean Larrey (1766–1842).
  • 1849 – Served as president of the Académie nationale de médecine.
  • 1860 – Returned to Brèches, contributed substantially to the reconstruction of the village church and acquired a country residence at Antony
  • 1862 – Delivered a funeral oration for his former teacher Bretonneau
  • 1863 – Served as president of the Académie des sciences.
  • Died in Paris on August 24, 1867 aged 72, buried in Montparnasse Cemetery.
Medical Eponyms
Velpeau bandage

The Velpeau bandage is a thoracobrachial immobilisation apparatus in which the flexed arm is secured against the chest, traditionally with the hand directed towards the opposite shoulder. The original roller-bandage construction combined support of the elbow, fixation of the upper limb, and corrective positioning of the shoulder girdle.

1826 – Velpeau reported the use of compression in acute inflammation of the limbs, particularly inflammation involving the synovial, tendinous and articular structures of the hand, forearm and foot. He recommended broad, even pressure, initially moderate and progressively increased, with the roller carefully moulded to the contours of the limb. This was a therapeutic compression bandage and was not yet the thoracobrachial shoulder apparatus.

Velpeau Bandage. 1839

1839 – In the second edition of Nouveaux éléments de médecine opératoire, Velpeau described and illustrated his “bandage de l’auteur” under the treatment of fractures and dislocations of the clavicle.

Velpeau devised the bandage initially for sternoclavicular dislocation and subsequently used it for acromioclavicular dislocation and fractures of the clavicle, acromion, scapula and neck of the humerus.

The injured hand was placed on the opposite shoulder and the elevated elbow brought in front of the lower sternum. The humerus, supported against the thorax, acted as a lever to carry the injured shoulder upwards, backwards and outwards. Oblique turns passed from the unaffected axilla across the injured shoulder and beneath the elbow; horizontal turns then fixed the arm and forearm against the chest.

A second roller impregnated with dextrin could be applied over the first, forming an almost immovable casing in which the elbow was supported and prevented from moving forwards, backwards or laterally. Padding could be placed above the clavicle, between the arm and thorax, or in the axilla according to the injury being treated.

Mais je suis parvenu à construire un bandage, au moyen d’une simple bande…aux luxations sterno-claviculaires pour lesquelles je l’avais d’abord imaginé…Une nouvelle bande, bien imbibée de dextrine… fait de ce bandage une espèce de sac inamovible. Velpeau 1839

I devised a bandage constructed from a single roller, originally intended for sternoclavicular dislocations… A second roller, well impregnated with dextrin, transforms the apparatus into a rigid, fixed casing. Velpeau 1839

Velpeau referred to the methods of Petit, Duverney, Boyer, Boettcher, Brasdor, Meslier, Flamant and Ravaton as having fallen into disuse because they did not achieve their intended purpose. The Velpeau bandage was provided as an alternative to both the complex Desault apparatus and the insufficiently stable simple sling.

1963 – Michael C. Hall reviewed Velpeau’s original method and observed that many different swaddling and adhesive-tape arrangements had subsequently been called Velpeau bandages. Modern Velpeau slings preserve the general adducted arm-to-chest position but omit the corrective diagonal turns, clavicular compression and dextrin reinforcement of Velpeau’s original roller-bandage apparatus.

Associated terminology

  • Velpeau bandage – The original roller-bandage apparatus described in 1839.
  • Velpeau position – The injured arm adducted across the chest, with the elbow flexed and elevated and the hand resting near or upon the opposite shoulder.
  • Velpeau sling – A later simplified appliance maintaining the arm against the thorax, usually without reproducing the original roller sequence.
  • Velpeau dressing – A broader and less exact later term, sometimes used for a reinforced or semi-rigid form of the bandage.
Velpeau axillary view / Velpeau projection

Velpeau axillary view 1967

The Velpeau axillary view is a modified axial radiograph of the glenohumeral joint obtained while the injured arm remains adducted and immobilised in a sling.

1967 – Bloom and Obata described the Velpeau axillary view, a modified axial radiograph of the glenohumeral joint obtained while the injured arm remained immobilised in a Velpeau bandage or shoulder sling. The seated or standing patient leaned backwards 20–30 degrees over the image receptor, while the beam was directed vertically through the shoulder.

The technique was designed for patients in whom pain, fracture, soft-tissue injury or sling immobilisation prevented the arm from being abducted for a conventional axillary projection. Its principal purpose was to demonstrate glenohumeral alignment and reduce missed posterior shoulder dislocations.

This is a derivative eponym. The view was named because it was obtained while the patient remained in a Velpeau bandage or equivalent arm-to-chest sling.

2020 – Cruz et al evaluated the clinical utility of additional axillary and Velpeau radiographs after standard shoulder trauma imaging. The additional views rarely changed management overall but were useful when glenohumeral stability remained uncertain, particularly in occasional otherwise unrecognised posterior dislocations.

Quadrilateral space of Velpeau

The quadrilateral space of Velpeau, also termed the quadrangular space or foramen humerotricipitale, is an intermuscular passage in the posterior shoulder. It is bounded by the teres minor, teres major, long head of triceps and surgical neck of the humerus, and transmits the axillary nerve and posterior circumflex humeral vessels.

1825 – In Traité d’anatomie chirurgicale, ou anatomie des régions, Velpeau described an interval between the teres major and subscapularis that became an approximately quadrilateral opening near the humerus:

Entre le grand rond et le subscapulaire se trouve un espace qui s’élargit progressivement en se rapprochant de l’humérus. Cet espace devient un foramen approximativement quadrilatéral, délimité en haut par le bord antérieur de l’omoplate et le subscapulaire, en bas par le grand rond, en arrière par le chef long du triceps sural et en avant par le col de l’humérus. Du tissu conjonctif remplit cet orifice, par lequel passent l’artère et le nerf axillaires. Velpeau 1825

Between teres major and subscapularis muscles lies a space that gradually widens as it approaches the humerus. This space becomes a quadrilateral foramen…Connective tissue fills this opening, through which the axillary artery and nerve pass. Velpeau 1825

Velpeau described his boundaries from the axillary aspect and differ in orientation from the modern posterior-view definition, but identify the same neurovascular passage. Modern anatomy defines the space boundaries as:

  • superior: teres minor;
  • inferior: teres major;
  • medial: long head of triceps;
  • lateral: surgical neck of humerus.
  • structures traversing the space: axillary nerve, posterior circumflex humeral artery and vein.

Quadrilateral space of Velpeau

Quadrilateral space syndrome

Quadrilateral space syndrome is a rare neurovascular compression disorder involving the axillary nerve, the posterior circumflex humeral artery, or both within the quadrilateral space. It typically causes poorly localised posterior or lateral shoulder pain, focal tenderness over the space, paresthesia, and sometimes weakness or denervation of the teres minor and deltoid. The symptoms may be provoked by forward flexion or sustained abduction and external rotation.

1967 – Bernard R. Cahill began investigating unsuccessful operations performed for presumed thoracic outlet syndrome. He noted that some patients demonstrated dynamic obstruction of the posterior circumflex humeral artery when the shoulder was abducted and externally rotated.

1983 – Cahill and Palmer described and named Quadrilateral space syndrome. They associated the symptoms with dynamic compression of the posterior circumflex humeral artery and axillary nerve, demonstrated by positional arteriography, and reported surgical decompression in 18 patients.

Dynamic compression in quadrilateral space syndrome. The posterior circumflex humeral artery is patent with the arm by the side but becomes occluded during abduction and external rotation. Adapted from Cahill and Palmer, 1983.

2019 – Mahjoub and colleagues reported acute traumatic quadrilateral space syndrome following scapula fracture. The traumatic form was caused by compression of the axillary nerve by a displaced scapular fracture fragment. Reduction, fixation and neurolysis were followed by recovery of axillary nerve function within ten weeks.

Velpeau disease (hidradenitis suppurativa)

Hidradenitis suppurativa is a chronic, recurrent inflammatory disease of the follicular unit in intertriginous skin. It produces painful nodules and abscesses that may recur, form draining tunnels, and heal with fibrosis and scarring.

1833 – In his article Aisselle, Velpeau described phlegmons superficiels ou tubériformes arising close to the dermis of the axilla. They appeared as circumscribed plaques or small furuncle-like masses, sometimes solitary but more often clustered. Velpeau associated them with friction and irritation of the sebaceous follicles and noted their slow course, occasional severe pain and usual progression to suppuration

…sous la forme de plaques fort circonscrites ou de petites masses furonculaires, quelquefois uniques, plus souvent agglomérées en certains nombres. Fréquemment amené par les frottemens, par l’irritation des follicules sébacés de la région, par le défaut de propreté…Sa terminaison naturelle est la suppuration. Velpeau 1833

They usually appear as sharply circumscribed plaques or small furuncle-like masses, sometimes solitary, but more often clustered in groups. Frequently brought about by friction, irritation of the sebaceous follicles of the region, and lack of cleanliness…Its natural outcome is suppuration. Velpeau 1833

Resolution was uncommon, and some inflammatory foci persisted as hard, mobile nodules. The account is generally regarded as the earliest recognised clinical precursor of hidradenitis suppurativa, although Velpeau did not describe the complete modern syndrome of recurrent lesions, tunnels and scarring.

1854–1865 – Aristide Verneuil (1823-1895) attributed the disease to inflammation of the sweat glands and developed the term hidrosadénite phlegmoneuse, giving rise to the alternative eponym Verneuil disease.

Key Medical Contributions
Crépitation douloureuse des tendons (aï)

Painful crepitation of the tendons was Velpeau’s term for an acute, frequently effort-related tenosynovial disorder producing pain, swelling and palpable or audible crepitus in the distal forearm. His descriptions involving the abductor pollicis longus and extensor pollicis brevis are more consistent with crepitant tenosynovitis or intersection syndrome than with classic de Quervain stenosing tenosynovitis.

1825 – In Traité d’Anatomie chirurgicale ou des Régions, Velpeau described a “very singular disease” of the fibro-synovial canal containing the long abductor and short extensor tendons of the thumb. He had observed ten or twelve patients with swelling, heat, pain on thumb movement and distinct crepitation produced by moving the thumb while grasping the swollen tendon sheath.

1837 – In Traité complet d’anatomie chirurgicale, he localised the disorder to the fibro-synovial grooves of the lower radial forearm. It often followed effort, and the tendon crepitus could be mistaken for the crepitation of a fracture.

1841 – In Leçons orales de clinique chirurgicale, Velpeau published his clinical lecture on crépitation douloureuse des tendons. He described painful crepitation of tendon sheaths after effort, especially around the long abductor and short extensor of the thumb, and noting the Gascon term aï / ay.

Je l’ai désignée sous le nom de crépitation douloureuse des tendons… Les paysans de la Gascogne donnent à cette affection le nom de l’aï…le trajet des muscles indiqués (long abducteur et court extenseur du pouce)… si on embrasse la partie gonflée avec une main, et qu’avec l’autre on fasse mouvoir le pouce, on sent et on entend une crépitation bien évidente…Velpeau 1841

I have designated it by the name painful crepitation of the tendons… The peasants of Gascony give this affection the name …the course of the muscles indicated, the long abductor and short extensor of the thumb… if one grasps the swollen part with one hand and moves the thumb with the other, one feels and hears a very evident crepitation Velpeau 1841

1895 – Fritz de Quervain (1868-1940) separately defined chronic stenosing tendovaginitis at the radial styloid. Unlike Velpeau’s acute crepitant condition, de Quervain disease is characterised by constriction of the first dorsal compartment and typically does not produce marked crepitus.

Altération du sang (early description of leukaemia)

Leukaemia is a clonal malignancy of blood-forming cells characterised by abnormal proliferation of leucocytes in the bone marrow and peripheral blood. Velpeau’s observation is retrospectively compatible with leukaemia or another myeloproliferative disorder. No definite subtype can be assigned as blood counts and microscopic cellular examination were not available.

1825 – In Altération du sang, Velpeau reported the illness and autopsy of a man who developed progressive left-sided abdominal enlargement and a palpable mass after the age of 60. At autopsy, the spleen weighed 10 livres (approximately 5 kg) and the liver was twice its usual volume. The vascular system contained dark, abnormally viscous blood:

Le sang n’était point coagulé; il n’était pas fluide non plus; sa consistance avait celle de la bouillie, un peu plus épaisse que celle du pus bien lié...…on pût se demander si ce n’était pas plutôt de la matière purulente qui remplissait les vaisseaux. Velpeau 1825

The blood was not coagulated, but neither was it fluid; its consistency was that of gruel, slightly thicker than well-formed pus…one might ask whether the vessels contained purulent matter rather than blood. Velpeau 1825

Velpeau remarked that the alteration was so profound that one might question whether the vessels contained purulent material rather than blood. His account is regarded as one of the earliest clinicopathological descriptions retrospectively compatible with leukaemia, although he neither demonstrated leucocytosis nor defined the disease as a distinct haematological entity.

Chronic nipple dermatosis (Paget disease of the nipple)

Mammary Paget disease is an intraepidermal adenocarcinoma involving the epidermis of the nipple and usually the areola. It presents as a persistent unilateral eczematous, crusted, eroded or exudative lesion and is usually associated with underlying ductal carcinoma in situ or invasive breast carcinoma

1840 – In Maladies du sein chez la femme, Velpeau described two women with longstanding crusted disease of the nipple arising years after lactation. He regarded the lesions as intermediate between chronic eczema and psoriasis. The crusts were thick, fissured and adherent, and their removal produced bleeding:

The scabs… were rather thick, cracked, adherent, and generally any attempt at their removal was followed by a bloody oozing.

One patient improved with topical treatment and the other underwent excision of the nipple after other measures failed. Velpeau also described impetiginous eczema spreading from the nipple across the breast and noted that pain, erythema, thickening and induration could lead clinicians to suspect cancer.

1854 – In his expanded traité des maladies du sein et de la région mammaire, Velpeau continued to distinguish eczematous nipple disease from the manifestations of mammary carcinoma. He did not identify chronic nipple dermatosis as a distinct malignant process or clearly associate it with underlying breast cancer.

1874 – Sir James Paget (1814-1899) described approximately 15 women in whom a chronic eczema-like eruption of the nipple and areola preceded the development of breast carcinoma. His recognition of this repeated association established the clinical entity subsequently known as Paget disease of the nipple.

Umbilical cord and birth asphyxia

Velpeau examined the transition from placental to pulmonary respiration and the practical management of the umbilical cord. He distinguished a pale, poorly perfused form of neonatal asphyxia from a congested or cyanotic form.

1829 – In his traité complet de l’art des accouchemens, Velpeau discussed umbilical circulation and neonatal asphyxia. He observed that cord pulsation persisted while placental respiration continued and advised that the cord should not be cut too early when pulsation remained and placental attachment was intact.

He distinguished pale “white asphyxia”, associated with weak circulation and failure to breathe, from congested “blue asphyxia” following difficult labour or cord compression. His recommendation to bleed cyanotic infants through the divided cord is obsolete, but his observations document an early attempt to understand the transition from placental to pulmonary respiration.

Anaesthesia from “chimera” to ether

General anaesthesia transformed surgery by permitting major operations without conscious pain. Velpeau’s famous 1839 statement captures the apparent impossibility of painless surgery before ether, but it should be paired with his enthusiastic acceptance of ether anaesthesia in 1847.

Eviter la douleur dans les opérations est une chimère qu’il n’est plus permis de poursuivre aujourd’hui. Instrument tranchant, et douleur en médecine opératoire, sont deux mots qui ne se présentent point l’un sans l’autre à l’esprit du malade, et dont il faut nécessairement admetre l’association. Velpeau 1839

To eliminate pain from surgery is a *chimera that can no longer reasonably be pursued. In the patient’s mind, the knife and pain are inseparable, and their association must be accepted. Velpeau 1839

In this context, chimère means an unrealistic hope, unattainable project or fanciful illusion. Although the word derives from the mythological Chimera, Velpeau was not making an extended allusion to the fire-breathing creature.

1847 – Following the introduction of ether anaesthesia in Paris, Velpeau rapidly revised his opinion. After observing operations performed without pain, he told the Académie des sciences that there was “no longer any room for doubt” and predicted that ether inhalation would have consequences extending beyond surgery to physiology, chemistry and psychology.

On le voit, il n’y a plus moyen d’en douter, la question des inhalations de l’éther va prendre des proportions tout-a-fait imprévues. Velpeau 1847

There is no longer any room for doubt: ether inhalation will assume entirely unforeseen proportions. Velpeau 1847

Major Publications
  • Velpeau AALM. Thèse sur quelques propositions de médecine. 1823
  • Velpeau AALM. An tuberculorum crudorum in pulmonibus certa diagnosis?; possibilis curatioo? 1824
  • Velpeau A. Traité d’anatomie chirurgicale, ou Anatomie des régions, considérée dans ses rapports avec la chirurgie; ouvrage oneé de quatorze planches. 1825 [Tome II] [English translation: 1830 Volume I, Volume II]
  • Velpeau A. Altération du sang. Archives générales de médecine 1825; 3(7): 462–463. [leukaemia]
  • Velpeau A. Mémoire sur l’inflammation aiguë des membranes synoviales, tendineuses et articulaires des doigts, de la main et de l’avant-bras, des orteils et du pied: et sur l’utilité du bandage compressif dans ces maladies. Nouvelle bibliothèque médicale, 1826 [Velpeau bandage]
  • Velpeau A. Sur la résorption du pus et sur l’altération du sang dans les maladies. Revue médicale française et étrangère. 1827; 2: 216–240. [leukaemia]
  • Velpeau A. Nouveau manuel d’anatomie descriptive. 1828 [Translations: New elements of operative surgery; Nuevos elementos de medicina operatoria; Nuovi elementi di medicina operatoria]
  • Velpeau AALM. Traité complet de l’art des accouchemens, ou tocologie théorique et pratique. 1829, [A complete treatise on midwifery. Translated by C D Meigs, 1831]
  • Velpeau AALM. Nouveaux éléments de médecine opératoire. 1832 [Tome II, Tome III and Atlas]
  • Velpeau AALM. Embryologie ou ovologie humaine. 1833
  • Velpeau A. Aisselle, phlegmons, abcès. In Dictionnaire de Médecine ou répertoire général des sciences médicales, Béchet, Paris, 1833; II: 91–101 [hidradenitis suppurativa]
  • Velpeau A. Des convulsions chez les femmes; pendant la grossesse, pendant le travail et après l’accouchement. 1834
  • Velpeau AALM. Sur la rétraction des doigts. Gazette médicale de Paris. 1835; 2s(3): 511. [Dupuytren contracture]
  • Velpeau AALM. Traité complet d’anatomie chirurgicale, générale, et topographique du corps humain. [Tome II] 1837 [De Quervain disease]
  • Velpeau AALM. Nouveaux éléments de médecine opératoire, accompagnés d’un atlas 1839 [Tome II, Tome III, Tome IV]
  • Velpeau A. Maladies du sein chez la femme In: Leçons orales de clinique chirurgicale faites à l’Hôpital de la charité. 1840: 68-96 [Tranlsation: A treatise on the diseases of the breast and mammary region, 1840]
  • Velpeau AALM. Traité des maladies du sein et de la région mammaire. 1854 [Translation: A treatise on the diseases of the breast and mammary region] 1856 [Paget’s disease of the nipple]
References

Biography

Eponymous terms

  • Hall MC. The Velpeau bandage. Can Med Assoc J. 1963 Jan 12;88(2):92-3
  • Bloom MH, Obata WG. Diagnosis of posterior dislocation of the shoulder with use of Velpeau axillary and angle-up roentgenographic views. J Bone Joint Surg Am. 1967 Jul;49(5):943-9.
  • Cahill BR, Palmer RE. Quadrilateral space syndrome. J Hand Surg Am. 1983 Jan;8(1):65-9.
  • Dunn PM. Dr Alfred Velpeau (1795–1867) of Tours: the umbilical cord and birth asphyxia. Arch Dis Child Fetal Neonatal Ed 2005;90:F184–F186.
  • Kampen KR. The discovery and early understanding of leukemia. Leuk Res. 2012; 36(1): 6-13.
  • Thomas X. First contributors in the history of leukemia. World J Hematol. 2013; 2(3): 62-70
  • Revista Trauma. Epónimos. Trauma Fundación Mapfre Vol. 23 (2012), Supl 1
  • Mahjoub S, May F, Zaraa M, Mahjoubi Y, Abdelkefi M, Mbarek M. Acute traumatic quadrilateral space syndrome following scapula fracture. J Clin Orthop Trauma. 2019 May-Jun;10(3):518-521.
  • Sivanand A, Alhusayen R, Piguet V, Alavi A. “Hidradenitis Suppurativa” Is a Historical Term That Does Not Reflect the Current Understanding of Disease Pathogenesis. J Cutan Med Surg. 2020 Nov/Dec;24(6):644-645.
  • Cruz SA, Castillo H, Chintapalli RTV, Adams OE, Morgan VK, Koh JL, Lee MJ, Shi LL. The Clinical Utility of Additional Axillary and Velpeau Radiographs in the Evaluation of Suspected Shoulder Trauma. J Orthop Trauma. 2020 Aug;34(8):e261-e265.

La Leçon d’anatomie de Velpeau à la Charité. 1864 [Public Domain]

Eponym

the person behind the name

BA MA (Oxon) MBChB (Edin) FACEM FFSEM. Emergency physician, Sir Charles Gairdner Hospital. Passion for rugby; medical history; medical education; and asynchronous learning #FOAMed evangelist. Co-founder and CTO of Life in the Fast lane | On Call: Principles and Protocol 4e| Eponyms | Books |

Finkelstein Test • LITFL • Medical Eponym Library

Finkelstein test is a provocative manoeuvre used in the clinical assessment of de Quervain disease, intended to reproduce pain over the radial styloid and first dorsal compartment by stressing the abductor pollicis longus and extensor pollicis brevis tendons.

The Finkelstein test is performed by the examiner grasping the patient’s thumb and quickly deviating the hand ulnarward. Reproduction of sharp pain over the radial styloid or first dorsal compartment supports the diagnosis of de Quervain disease.

Finkelstein test should be distinguished from Eichhoff test, in which the patient clenches the thumb in the palm and the wrist is passively deviated ulnarward. Eichhoff’s manoeuvre is commonly but incorrectly taught as Finkelstein’s test and may produce false-positive pain by stressing adjacent radial wrist structures.

Finkelstein Test and Eichhoff test for tenosynovitis of the first extensor compartment
A: Finkelstein Test; holding thumb whilst hand forced into ulna deviation
B: Eichhoff test; grasping thumb in palm of hand whilst wrist is ulna deviated

History of the Finkelstein Test

1927 – Ernst Eichhoff described the thumb-in-fist ulnar deviation manoeuvre as an experiment to support a mechanical theory of de Quervain disease. He noted that pain at the radial styloid disappeared when the thumb was extended, even if ulnar deviation was maintained.

If one places the thumb within the hand, and holds it tightly with the fingers, and then bends the hand severely, in ulnar abduction, an intense pain is experienced on the styloid process of the radius, exactly at the place where the tendon sheath takes its course. The pain disappears the moment the thumb is extended, even if the ulnar abduction is maintained.

Eichhoff E. 1927: 513

Eichhoff test (commonly mislabelled as Finkelstein)

  • Patient places the thumb in the palm.
  • Fingers are closed over the thumb.
  • Examiner passively deviates the wrist ulnarward.
  • Pain at the radial styloid is considered positive.

1930 – Harry Finkelstein (1883–1975) published Stenosing tendovaginitis at the radial styloid process, reviewing the literature and reporting 24 operated cases. He emphasised that de Quervain disease was often misdiagnosed as rheumatism, neuritis, periostitis, nonspecific tenosynovitis, or tuberculous osteitis. He described his own objective sign:

On grasping the patient’s thumb and quickly abducting the hand ulnarward, the pain over the styloid tip is excruciating. This is probably the most pathognomonic objective sign.

Finkelstein 1930

Finkelstein test (original description)

  • Patient’s forearm relaxed, usually in neutral rotation.
  • Examiner supports the forearm/wrist with one hand.
  • Examiner grasps the patient’s thumb with the other hand.
  • The hand/wrist is then moved quickly into ulnar deviation while the thumb is held.
  • A positive test reproduces sharp or excruciating pain over the radial styloid.

1958 – Luiz Leão published de Quervain’s Disease: A Clinical and Anatomical Study. He reviewed the history of the syndrome and reported dissections of 50 wrists from 27 fresh cadavers. Leão stated that Finkelstein had merely “transcribed the test described by Eichhoff” and then described the thumb-in-fist manoeuvre as “Finkelstein’s sign,” propagating confusion between the two tests.

1992 – Barry G. Elliott corrected the error in Finkelstein’s test: A descriptive error that can produce a false positive. Elliott distinguished Finkelstein’s original thumb-grasp test from Eichhoff’s thumb-in-fist experiment and warned that the incorrect version could produce false positives and lead to inappropriate surgery.

Left: Finkelstein’s test: the patient’s thumb is grasped and the hand abducted ulnarward.
Right: Eichhoff experiment: the thumb is grasped in the clenched fingers and the hand abducted ulnarward.

2003 – Giorgio Brunelli argued that the usual Finkelstein and Eichhoff manoeuvres were mechanically misleading because it stretched the abductor pollicis longus (APL) and extensor pollicis brevis (EPB) tendons. This forced them against the floor of the first dorsal compartment, rather than reproducing friction against the retinacular pulley.

He proposed the Brunelli test. Wrist in radial deviation with forceful thumb abduction/extension, intended to provoke tendon–pulley friction. Brunelli reported this as consistently positive in his own practice, but did not provide formal sensitivity, specificity, PPV, or NPV data.

Finkelstein versus Brunelli test for de Quervain disease.
Left: Finkelstein test: thumb opposed toward the little finger with the wrist in ulnar deviation, stretching the first dorsal compartment tendons.
Right: Brunelli test: wrist held in radial deviation while the patient forcefully abducts/extends the thumb, provoking pain by friction between the the abductor pollicis longus (APL) and extensor pollicis brevis (EPB) tendons and the retinacular pulley. Brunelli 2003

2005 – Waseem et al. used Finkelstein’s test as an example of eponym confusion. In their survey, only 10.7% of orthopaedic surgeons recognised the correct method as originally described by Finkelstein and 89.3% did not.

2014 – Goubau et al. introduced the WHAT test as wrist hyperflexion and abduction of the thumb, and compared it with Eichhoff’s test against ultrasound findings in 100 symptomatic patients. WHAT showed higher sensitivity 0.99 vs 0.89, higher specificity 0.29 vs 0.14, PPV 0.95 vs 0.93, and NPV 0.67 vs 0.09. The results favoured WHAT, but the cohort was highly selected and ultrasound-positive in 93/100 patients, so the low specificity and wide confidence intervals should be noted.

Mechanism of the WHAT test. APL and EPB actively contracted cause shear stress on the inferior palmar border of the pulley (arrow) of the first extensor compartment giving a painful exacerbation in the initial stage of de Quervain tenosynovitis.

Summary of tests

TestDateManoeuvreCommentEichhoff test1927Thumb clenched inside fist; wrist ulnar-deviatedCommonly mislabelled as Finkelstein; may produce false positives.Finkelstein test1930Examiner grasps patient’s thumb and quickly abducts/deviates the hand ulnarwardOriginal eponymous test; distinct from Eichhoff.Brunelli test2003Wrist radial deviation with forceful thumb abduction/extensionProposed to provoke tendon–pulley friction; no formal diagnostic accuracy data.WHAT test2014Wrist hyperflexion with active thumb abduction against resistanceUltrasound-correlated study: sensitivity 0.99, specificity 0.29, PPV 0.95, NPV 0.67.

Associated Persons
Alternative names
References

Historical references

Review references

  • Aitken AP. Stenosing Tendovaginitis at the Radial Styloid Process (de Quervain’s Disease). N Engl J Med 1945; 232:105-107
  • Waseem M, Khan M, Hussain N, Giannoudis PV, Fischer J, Smith RM. Eponyms: errors in clinical practice and scientific writing. Acta Orthop Belg. 2005;71(1):1-8
  • Arend CF. Tenosynovitis and synovitis of the first extensor compartment of the wrist: what sonographers should know. Radiol Bras 2012; 45(4)
  • Goubau JF, Goubau L, Van Tongel A, Van Hoonacker P, Kerckhove D, Berghs B. The wrist hyperflexion and abduction of the thumb (WHAT) test: a more specific and sensitive test to diagnose de Quervain tenosynovitis than the Eichhoff’s Test. J Hand Surg Eur Vol. 2014 Mar;39(3):286-92
  • Wu F, Rajpura A, Sandher D. Finkelstein’s Test Is Superior to Eichhoff’s Test in the Investigation of de Quervain’s Disease. J Hand Microsurg. 2018 Aug;10(2):116-118

eponymictionary

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Studying for Bachelor of Science (Occupational Therapy) at Curtin University

BA MA (Oxon) MBChB (Edin) FACEM FFSEM. Emergency physician, Sir Charles Gairdner Hospital. Passion for rugby; medical history; medical education; and asynchronous learning #FOAMed evangelist. Co-founder and CTO of Life in the Fast lane | On Call: Principles and Protocol 4e| Eponyms | Books |

De Quervain disease • LITFL • Medical Eponym Library

De Quervain disease is a painful stenosing tendinopathy of the first dorsal compartment of the wrist, involving the abductor pollicis longus and extensor pollicis brevis tendons as they pass over the radial styloid.

It usually presents with radial-sided wrist pain aggravated by thumb movement, gripping, lifting, and wringing movements. Pain may radiate into the thumb or proximally along the radial forearm.

Although traditionally called a tenosynovitis, the pathology is a degenerative stenosing tendinopathy, with thickening and myxoid fibrocartilaginous change of the tendon sheath rather than a a simple inflammatory process.

Anatomical variation is common: multiple slips of the abductor pollicis longus, a separate extensor pollicis brevis subcompartment, or a septum within the first dorsal compartment may influence symptoms, injection success, and operative treatment.

Diagnosis is primarily clinical, based on radial styloid tenderness, pain with thumb movement or resisted thumb abduction/extension, and provocative manoeuvres such as the Finkelstein test, Eichhoff test, or WHAT tests.

Plain radiographs do not confirm de Quervain disease, but may help exclude other causes of radial wrist pain such as thumb carpometacarpal osteoarthritis. Ultrasound is the most useful imaging adjunct, particularly for identifying first-compartment septation or tendon-sheath thickening and for guiding injection. MRI is not routinely required, but may be useful when symptoms are atypical, diagnosis is uncertain, or alternative pathology is suspected. Current imaging evidence remains limited, and ultrasound is the most frequently studied modality.

Initial treatment includes activity modification, thumb-spica splinting, analgesia/anti-inflammatory measures, and corticosteroid injection. Surgical release is reserved for persistent or recurrent cases.

History of de Quervain disease

1825 / 1841 – Alfred Velpeau (1795–1867) described painful crepitating tenosynovitis of the fibro-synovial tendon sheaths at the wrist. In 1825, he localised the disorder to the sheath containing the long abductor and short extensor of the thumb with swelling, pain on thumb movement, and palpable crepitus. In 1841, he named the condition crépitation douloureuse des tendons and recorded the Gascon term laï / ay. A precursor to, but not the same as, de Quervain disease.

Je l’ai désignée sous le nom de crépitation douloureuse des tendons… Les paysans de la Gascogne donnent à cette affection le nom de laï…le trajet des muscles indiqués (long abducteur et court extenseur du pouce)… si on embrasse la partie gonflée avec une main, et qu’avec l’autre on fasse mouvoir le pouce, on sent et on entend une crépitation bien évidente…Velpeau 1841

I have designated it by the name painful crepitation of the tendons… The peasants of Gascony give this affection the name laï…the course of the muscles indicated, the long abductor and short extensor of the thumb… if one grasps the swollen part with one hand and moves the thumb with the other, one feels and hears a very evident crepitation Velpeau 1841

1877 – Paul Jules Tillaux (1834-1904) described ténosite crépitante ou d’aï in the tendon sheaths of the thumb, particularly the long abductor and short extensor. He described swelling along the tendons, crepitus during thumb movement, severe pain limiting motion and improvement after rest. Like Velpeau he defined painful crepitating overuse tenosynovitis, rather than chronic stenosing tendovaginitis. French eponym: Aïe crépitant de Tillaux.

Les coulisses destinées à loger les tendons du pouce, et en particulier celles du long abducteur et du court extenseur, sont fréquemment le siège d’une inflammation désignée sous le nom de ténosite crépitante ou d’aï…Elle se traduit par un gonflement siégeant sur le trajet de ces tendons et un bruit spécial lorsque le malade remue le pouce…Tillaux 1877

The sheaths intended to lodge the tendons of the thumb, and in particular those of the long abductor and short extensor, are frequently the seat of an inflammation designated by the name crepitating tenositis or ‘aï’…It is manifested by swelling along the course of these tendons and a special noise when the patient moves the thumb… Tillaux 1877

1893 – Henry Gray (1825-1861) described washerwoman’s sprain, an overuse-related crepitating tenosynovitis of the thumb extensor tendon sheaths in the 13th edition of Anatomy, Descriptive and Surgical.

The tendons of the Extensor muscles of the thumb are liable to become strained, and their sheaths inflamed, after excessive exercise, producing a sausageshaped swelling along the course of the tendon and giving a peculiar creaking sensation to the finger when the muscle acts. In consequence of its often being caused by such movements as wringing clothes, it is known as ‘washerwoman’s sprain.’

Gray 13th Edition, 1893

1895 – Fritz de Quervain (1868–1940) published Ueber eine Form von chronischer Tendovaginitis, defining chronic stenosing tendovaginitis at the radial styloid. He described pain and tenderness over the tendon-sheath compartment of the abductor pollicis longus and extensor pollicis brevis, noted absence of crepitus, and demonstratesd that operative release or excision could relieve symptoms.

Die Patienten empfinden bei Bewegungen des Daumens mehr oder weniger heftige, von der Handwurzelgegend nach dem Daumen und dem Vorderarm ausstrahlende Schmerzen…Crepitation ist nicht vorhanden. de Quervain, 1895

With movements of the thumb, the patients experience more or less severe pain radiating from the wrist region toward the thumb and forearm…Crepitation is not present. de Quervain, 1895

De Quervain acknowledged that Theodor Kocher (1841–1917) had previously seen similar cases, treated them by partial excision, and suggested the term “fibrous, stenosing tendovaginitis”. However, de Quervain’s 1895 paper became the defining and eponymous account.

1898 – Phil Hoffmann described a common, undescribed affection of the extensor muscles of the thumb. His 12 cases had radial styloid pain aggravated by thumb extensor stretch or contraction, often after repetitive work. His description included the thumb extensor group more broadly and did not clearly define de Quervain’s first dorsal compartment stenosis.

I must acknowledge that I do not understand the pathology of these cases… I suspect their character to be that of a chronic, non-tubercular thecitis.

Phil Hoffmann, 1898

1912 – de Quervain published a follow-up article with eight additional operative cases. He warned that the disease should not be confused with tendovaginitis crepitans, and described the first dorsal compartment as “too narrow for the two tendons,” with the tendons bulging out when the compartment was opened.

..dass die Erkrankung nicht mit der sogen. Tendovaginitis crepitans verwechselt werden darf..das Sehnenscheidenfach als zu eng für die beiden Sehnen. Das Fach wird durch einen Schnitt parallel den Sehnen eröffnet, und nun quellen die Sehnen sozusagen aus demselben hervor. de Quervain 1912

.. the disease must not be confused with so-called crepitating tendovaginitis…the tendon-sheath compartment appeared too narrow for the two tendons. The compartment is opened by an incision parallel to the tendons, and the tendons then, so to speak, bulge out of it. de Quervain 1912

1927 – Eichhoff described a manoeuvre of placing the thumb inside the fist and ulnar-deviating the wrist. This later became confused with Finkelstein’s test and is often incorrectly taught as the “Finkelstein test”

1930 – Harry Finkelstein (1883–1975) published Stenosing tendovaginitis at the radial styloid process, reviewing the literature and reporting 24 operated cases. He emphasised that de Quervain disease was often misdiagnosed as rheumatism, neuritis, periostitis, nonspecific tenosynovitis, or tuberculous osteitis. He described the original Finkelstein test:

On grasping the patient’s thumb and quickly abducting the hand ulnarward, the pain over the styloid tip is excruciating. This is probably the most pathognomonic objective sign.

Finkelstein 1930

1958 – Brazilian orthopaedic surgeon Luiz Leão published de Quervain’s Disease: A Clinical and Anatomical Study. He reviewed the history of the syndrome and reported dissections of 50 wrists from 27 fresh cadavers. Leão documented frequent anatomical variation in the first dorsal compartment, including double grooves, separate synovial sheaths, and multiple slips of the abductor pollicis longus.

In the same paper, Leão stated that Finkelstein had “transcribed the test described by Eichhoff in 1927” and then described the test as placing the thumb within the clenched fingers followed by ulnar deviation of the wrist. This was Eichhoff’s manoeuvre, not Finkelstein’s original test. This has contributed to significant confusion in the literature.

1992 – Barry G. Elliott corrected the Finkelstein–Eichhoff confusion in Finkelstein’s test: A descriptive error that can produce a false positive. He distinguished Finkelstein’s original thumb-grasp test from Eichhoff’s thumb-in-fist ulnar deviation manoeuvre. Elliott warned that the erroneous version could produce false positives and inappropriate surgery.

2014 – Goubau et al. introduced the WHAT test as wrist hyperflexion and active thumb abduction, the modern provocative test for de Quervain disease.

2020 – Morgan et al. published A Review of De Quervain’s Stenosing Tenovaginitis in the Context of Smartphone Use. The review found an association between intensive texting, internet browsing, gaming, and positive provocative testing. However, the evidence supported association rather than direct causation. A modern occupational injury compared with earlier descriptions of washerwomen, typists, pianists, and manual labourers.

Associated Persons
Alternative names
  • de Quervain disease; de Quervain’s syndrome
  • de Quervain’s tenosynovitis; de Quervain’s tendovaginitis
References

Original articles

Review articles

  • Keyes HB. Stenosing tendovaginitis at the radial styloid process. Ann Surg. 1938 Apr;107(4):602-6. 
  • Potter PC. Stenosing tendovaginitis at the radial styloid process (DeQuervain’s disease). Ann Surg. 1943 Feb;117(2):290-6. 
  • Stein AH Jr, Ramsey RH, Key JA. Stenosing tendovaginitis at the radial styloid process (DeQuervain’s disease). AMA Arch Surg. 1951 Aug;63(2):216-28.
  • Younghusband OZ, Black JD.. De Quervain’s Disease: Stenosing Tenovaginitis at the Radial Styloid Process Can Med Assoc J. 1963 Sep 7;89(10):508-12.
  • Brunelli G. Le test de Finkelstein contre le test de Brunelli dans la tenosynovite de De Quervain [Finkelstein’s versus Brunelli’s test in De Quervain tenosynovitis]. Chir Main. 2003 Feb;22(1):43-5.
  • Ahuja NK, Chung KC. Fritz de Quervain, MD (1868-1940): stenosing tendovaginitis at the radial styloid process. J Hand Surg Am. 2004 Nov;29(6):1164-70.
  • Arandes Renú JM. Estenosis la primera corredera o enfermedad de De Quervain. Historia. Revista Iberoamericana de Cirugía de la Mano 2010; 38(01): 011-013
  • Morgan SD, Sivakumar BS, An VG, Sevao J, Graham DJ. A Review of De Quervain’s Stenosing Tenovaginitis in the Context of Smartphone Use. J Hand Surg Asian Pac Vol. 2020 Jun;25(2):133-136.
  • Ramchandani J, Thakker A, Tharmaraja T. Time to Reconsider Occupation Induced De Quervain’s Tenosynovitis: An Updated Review of Risk Factors. Orthopedic Reviews. 2022;14(3).
  • Fakoya AO, Tarzian M, Sabater EL, Burgos DM, Maldonado Marty GI. De Quervain’s Disease: A Discourse on Etiology, Diagnosis, and Treatment. Cureus. 2023 Apr 24;15(4):e38079.
  • Stadnick M. De Quervain’s Tenosynovitis. MRI Web Clinic – November 2024

eponymictionary

the names behind the name

Studying for Bachelor of Science (Occupational Therapy) at Curtin University

BA MA (Oxon) MBChB (Edin) FACEM FFSEM. Emergency physician, Sir Charles Gairdner Hospital. Passion for rugby; medical history; medical education; and asynchronous learning #FOAMed evangelist. Co-founder and CTO of Life in the Fast lane | On Call: Principles and Protocol 4e| Eponyms | Books |

Can’t Intubate Can’t Oxygenate (CICO) • LITFL

OVERVIEW

CICO occurs when adequate alveolar oxygen delivery cannot be achieved despite best attempts at all three upper airway rescue techniques (“Lifelines”): face mask ventilation (FMV), supraglottic airway (SGA) ventilation, and tracheal intubation (endotracheal tube, ETT).

  • CICO is “can’t intubate, can’t oxygenate” (pronounced “KY-KOH”)
  • Without rapid restoration of oxygenation, profound hypoxaemia, cardiac arrest, and death are inevitable.
  • Definitive management is emergency front-of-neck access (FONA or eFONA) — also referred to as emergency surgical airway (ESA), surgical cricothyroidotomy, neck rescue, infraglottic rescue, or CICO rescue.

Key principles include:

  • Call for help early
  • Continuously reassess the effectiveness of airway rescue strategies
  • Prime and prepare for FONA throughout airway management
  • Maintain oxygen delivery whenever possible during airway rescue attempts

This LITFL CCC page synthesises concepts from the Vortex Approach (Chrimes, 2016), the DAS/ICS/FICM/RCA guidelines for intubation in the critically ill (Higgs et al, 2018), ANZCA documents, and other sources.

INCIDENCE OF CICO

CICO situations are rare, but are about 10 times more common in ED/ICU settings than in anaesthesia in operating rooms. This likely reflects differences in:

  • Anatomical challenge -difficult anatomy (e.g.facial and airway trauma, airway obstruction, tumours, infection, obesity), airway contamination (e.g. blood, vomitus)
  • Physiological challenge – rapid oxygen desaturation, haemodynamic compromise, concomitant 
  • Situational challenge – ad hoc teams, time-critical and information-poor scenarios, suboptimal environments and/or equipment.

Incidence in different settings:

  • Operating Theatre (Anaesthesia)
    • ≈0.01% (≈1 per 10,000 cases) (Cook et al, 2011 – NAP4; Waterson et al, 2014)
    • ≈0.05–0.1% in obstetric anaesthesia (Kinsella et al, 2015)
  • Emergency Department (ED)
    • ~0.3% eFONA incidence (Alkhouri et al, 2021)

RECOGNISING CICO 

The Vortex Approach provides a simple model for recognising deteriorating airway situations and determining when FONA is required. Three upper airway rescue attempts (or “Lifelines” in Vortex terminology) can restore alveolar oxygenation:

  • Face mask ventilation (FMV)
  • Supraglottic airway (SGA)
  • Endotracheal tube (ETT)

When successful use of any of these achieves adequate alveolar oxygen delivery, the patient is in the “green zone” (Vortex terminology for adequate alveolar oxygenation) and progression to a CICO situation is averted.

Should one or more attempts at any of these three techniques fail, it is important to:

  • Escalate awareness of potential progression to CICO
  • Prepare for FONA in parallel with airway rescue attempts (see “Priming for FONA” below)
  • Recognise that declining oxygenation and prolonged airway manipulation increase the urgency of airway rescue
  • Avoid repeated unsuccessful attempts that do not meaningfully improve the likelihood of success

A CICO situation exists when adequate alveolar oxygen delivery cannot be achieved despite best efforts using the three upper airway rescue techniques (ETT, SGA, and FMV Lifelines).

PRIMING FOR FONA

“Priming for FONA” formalises preparation before a true CICO situation develops.

  • Delayed transition to FONA, rather than performance of the procedure itself, is the major contributor to airway-related morbidity and mortality.
  • Priming for FONA should occur simultaneously with attempts at the three upper airway rescue techniques (Lifelines) — not only once they have all failed.
  • CICO Status should be escalated after an unsuccessful best effort at any upper airway rescue technique (Lifeline), or earlier if a difficult airway is anticipated or the clinical picture is deteriorating.
  • Consider further escalation in CICO status if:
    • Attempt at a second airway rescue technique fails
    • SpO2 is rapidly declining or patient is hypoxaemic (SpO2
    • Difficult airway is predicted
    • Attempt at securing the airway is prolonged

Practical approach: READY → SET → GO

  • READY: Failed intubation attempt → FONA kit at bedside.
  • SET: Failed rescue oxygenation via FMV or SGA → FONA kit opened and prepared.
  • GO: All 3 techniques failed →  CICO declared → perform FONA immediately.

This staged approach improves both psychological readiness and operational efficiency.

CICO statusTriggerStatement and team responseVortex conceptDAS conceptREADYFirst failed “best” attempt at an airway rescue technique
(usually ETT)Call for help
Declare: “Failed intubation”
State: “Bring the FONA kit”
Team confirm its location and allocates proceduralist (CICO rescuer)Escalating CICO status; begin priming for FONA while upper airway rescue techniques (Lifelines) continueFailed Plan A: intubationSETFailure of best attempt at a second upper airway rescue technique(FMV or SGA)“Open the FONA kit, prepare for FONA”

Team assign roles; prepare FONA equipment, identifies landmarks; anticipate imminent CICO (within 1 minute)

Approaching the centre of the Vortex; prepare for CICO RescueFailed one of  Plan B/C: rescue oxygenation(either FMV or SGA)GOFailure of best attempt at all three upper airway rescue techniques (ETT, SGA, FMV)Explicit declaration of CICODeclare: “This is a CICO situation, perform FONA”

Optimise patient position for FONA; ensure neuromuscular blockade; CICO rescuer proceeds with FONA procedure

Commit to, and perform, CICO RescueFailed Plan A, B, and CProceed to Plan D: FONA

TRANSITION TO FONA

Emergency FONA is indicated when best attempts at:

  • Intubation (ETT) have failed, and
  • Rescue oxygenation using FMV and SGA have failed

Do not proceed with GO until all three upper airway rescue techniques have failed.

There is no specific oxygen saturation threshold that mandates FONA.

  • The goal is to establish an emergency airway before profound hypoxaemia develops, rather than waiting until severe desaturation occurs.
  • In some rare situations, senior clinicians may determine that FONA may be the preferred initial approach (e.g. awake tracheostomy for airway obstruction due to a tumour)

During transition to FONA:

  • Explicitly declare:
    • “This is a CICO situation, perform FONA”
  • Continue attempts at oxygen delivery via nasal oxygen, FMV, or SGA if feasible
  • Ensure adequate neuromuscular blockade
  • Ensure optimal positioning of patient for FONA
  • Avoid further repetitive attempts at upper airway rescue that delay definitive management

BEST ATTEMPTS AT UPPER AIRWAY RESCUE (“LIFELINES”)

A “best attempt” is an appropriately optimised attempt by an experienced operator using suitable equipment, positioning, adjuncts, and rescue manoeuvres.

  • Repeated identical attempts are rarely helpful.
  • Efforts should be limited and each attempt should involve a meaningful change intended to improve success.
    • Maximum of 3 attempts at each of ETT, SGA, and FMV (Chrimes, 2016; Higgs et al, 2018)
    • Some guidelines suggest even fewer attempts, e.g. ANZCA ETT x3, SGA x2, FMV x1 (Watterson et al, 2014)
    • Some guidelines allow for an extra attempt if an airway expert arrives to assist

The STOPME mnemonic can be used to address 6 categories of change to optimise upper airway rescue (“Lifelines”):

  • Suction/increased flow
  • Tone (neuromuscular blockade)
  • Operator (ensure most expert operator available)
  • Positioning and adjuncts
  • Manipulations/ maneuvers 
  • Equipment: Size/type of device

After a best attempt at an upper airway rescue technique (“Lifeline”):

  • Declare this explicitly to the team
  • Progress to the next upper airway rescue technique (“Lifeline”)  if oxygenation has not been restored
  • Continue FONA preparation throughout

Changes to consider to ensure best attempts at upper airway “lifelines” differ for each technique (see below)

Face mask ventilation (FMV)

ChangeDetailsSuction/
increased flowSuction blood, secretions, or vomitus from the oropharynx; increase FiO2/fresh gas flow; use O2 flush if availableToneDeepen anaesthesia or give/increase neuromuscular blockade — laryngospasm and masseter spasm are common, correctable causes of FMV failureOperatorHand over to the most experienced operator available; move to a two-person technique (one achieves seal + jaw thrust with both hands, second person bags)Positioning and adjunctsSniffing position, or ramped/reverse-Trendelenburg for obese or pregnant patients; chin lift; OPA/Guedel airway; NPA (bilateral NPAs plus an OPA for a “double-adjunct” seal)Manipulations/ manoeuvresTwo-handed mask hold (V-E or two-thumb “thenar eminence” technique) with jaw thrust; release excessive cricoid force if it’s distorting the airwayEquipment (size/type)Correct mask size for face shape/size; different mask design if seal is poor (e.g. bearded patients); leave dentures in situ in edentulous patients

Endotracheal intubation (ETT)

ChangeDetailsSuction/
increased flowSuction blood, secretions, or regurgitated material obscuring the glottic viewToneEnsure adequate neuromuscular blockade — inadequate relaxation is a common, remediable cause of a poor laryngoscopic viewOperatorHand over to the most experienced/senior laryngoscopist — changing the operator is a legitimate “change” between attempts; recruit a skilled second operator for video-assisted flexible intubation (VAFI) Positioning and adjunctsSniffing position, or ear-to-sternal-notch ramping in obesity; bougie or styletManipulations/ manoeuvresExternal laryngeal manipulation); dynamic head lift; two-handed laryngoscope lift; release cricoid pressure if it’s obscuring the viewEquipment (size/type)Smaller tube size; different laryngoscope blade; video laryngoscopy; video-assisted flexible intubation (VAFI) using flexiscope

Supraglottic airway (SGA)

ChangeDetailsSuction/
increased flowSuction the oropharynx of blood/secretions before insertion; suction via the drain tube (second-generation devices) after placement to confirm positionToneEnsure adequate depth of anaesthesia/relaxation — inserting “too light” is a common cause of failure (coughing, biting, laryngospasm)OperatorHand over to the most experienced operator availablePositioning and adjunctsNeutral or slightly flexed head position (different from the sniffing position used for ETT); jaw thrust during insertion; introducer tool if available; laryngscope to help place; bite blockManipulations/ manoeuvresRotational insertion technique for classic/flexible LMAs if standard midline insertion fails; full lubrication of the posterior device surface; adjust cuff inflationEquipment (size/type)Try a different size, or switch device type (e.g. first-generation LMA to second-generation gastric-access device, or vice versa)

CORRECTABLE FACTORS TO CONSIDER DURING TRANSITION TO CICO

Before or during transition to FONA, rapidly consider potentially correctable factors for why airway rescue techniques appear to have failed.. This assessment should not delay FONA.

CategoryConsiderEquipmentOxygen failure, blocked circuit, obstructed HME filter, blocked airway device, poor mask sealAirwayExcessive cricoid force, laryngospasm, foreign body, blood, regurgitated material, severe bronchospasmPhysiologyProfound shock, cardiac arrest, absent pulmonary perfusion causing loss of ETCO₂

PERFORMING FONA

The preferred emergency airway technique is:

Advantages include:

  • Rapid and reliable
  • High success rate
  • Familiar equipment
  • Ability to confirm placement with waveform capnography
  • Definitive cuffed airway
  • Allows positive pressure ventilation and PEEP
  • Provides some protection against aspiration

Needle/ cannula techniques (including transtracheal jet ventilation, TTJV) are not recommended as the default adult CICO rescue technique because:

  • They have high failure and complication rates
  • They do not provide a definitive airway
  • They cannot reliably provide ventilation or PEEP in critically ill patients
  • Subcutaneous emphysema may complicate subsequent surgical airway attempts

FAILED FONA

Failed FONA is a catastrophic event and is frequently associated with cardiac arrest.

Consider:

  • A second attempt at airway access lower in the trachea
  • Surgical or percutaneous tracheostomy by an experienced operator
  • Alternative FONA techniques if appropriate expertise is present
  • Ongoing resuscitation according to local cardiac arrest protocols

If an airway expert arrives, a single optimised attempt at an alternative rescue technique may be reasonable.

MANAGEMENT FOLLOWING FONA

Following successful FONA:

  • Confirm tracheal placement using waveform capnography
  • Suction the airway as required
  • Obtain chest radiography to confirm tube position and assess for complications
  • Arrange surgical review of the airway wound
  • Plan conversion to a formal tracheostomy or tracheal tube when appropriate
  • Assess for complications including:
    • Bleeding
    • Pharyngeal injury
    • Oesophageal injury
    • Mediastinal infection
  • Document the event and create an airway alert

HUMAN FACTORS

Human factors frequently contribute to delayed FONA. Common problems include:

  • Fixation on repeated intubation attempts
  • Reluctance to transition to a surgical airway
  • Failure to recognise deterioration
  • Poor communication
  • Unclear team roles

Strategies that improve performance include:

  • Normalising priming for CICO
  • Early declaration of CICO
  • Verbal declaration of completed “best attempts”
  • Closed-loop communication
  • Clear role allocation
  • Calling for expert assistance early
  • Use of cognitive aids where available
  • Training in CICO scenarios and priming for CICO

EXAMPLES OF CICO ALGORITHMS AND COGNITIVE AIDS

Clinicians should be familiar with their local guidelines and cognitive aids for airway management. Examples of useful approaches to CICO transition are shown below.

ANZCA CICO Cognitive Aid

From Bradley (2020). Image source: https://www.bjanaesthesia.org/article/S0007-0912(20)30744-3/fulltext

DAS/ICS/FICM/RCA Tracheal intubation of Critically Ill Adults Flowchart

From From Higgs et al (2018). Image source: https://www.sciencedirect.com/science/article/pii/S000709121754060X?via%3Dihub

Vortex CICO Status Tool

Image from Chrimes et al (2020). Image source: https://www.bjanaesthesia.org/article/S0007-0912(20)30267-1/fulltext 

CONCLUSION

Recognise a potential CICO situation early.

  • Delayed progression to FONA is a major cause of preventable harm.
  • Prepare for FONA before all upper airway rescue techniques (“Lifelines”) have failed by “priming for FONA”
  • Optimise each technique using meaningful changes (STOPME mnemonic) rather than repeated identical attempts.
  • Explicitly declare CICO and “transition to FONA” when alveolar oxygenation cannot be achieved.
  • Scalpel cricothyroidotomy is the recommended default emergency FONA rescue technique for adult CICO.

REFERENCES

LITFL

Journal articles and Guidelines

  • Alkhouri H, Richards C, Miers J, Fogg T, McCarthy S. Case series and review of emergency front-of-neck surgical airways from The Australian and New Zealand Emergency Department Airway Registry. Emerg Med Australas. 2021 Jun;33(3):499-507. doi: 10.1111/1742-6723.13678. Epub 2020 Nov 11. PMID: 33179449.
  • ANZCA. PG61(A) Guideline for the management of evolving airway obstruction: transition to the Can’t Intubate Can’t Oxygenate airway emergency 2017. Available at: https://www.anzca.edu.au/getContentAsset/52988fd7-b32d-4757-94c5-fa3e3dc373f6/80feb437-d24d-46b8-a858-4a2a28b9b970/PG61(A)-CICO-2017.pdf?language=en 
  • Bradley P. Lost in transition: use of SpO2 in the Australian and New Zealand College of Anaesthetists transition tool. Comment on Br J Anaesth 2020; 125: e38-46. Br J Anaesth. 2020 Dec;125(6):e465-e466. doi: 10.1016/j.bja.2020.09.007. Epub 2020 Oct 3. PMID: 33023737. [Fulltext article]
  • Chrimes N. The Vortex: a universal ‘high-acuity implementation tool’ for emergency airway management. Br J Anaesth. 2016 Sep;117 Suppl 1:i20-i27. doi: 10.1093/bja/aew175. Epub 2016 Jul 20. PMID: 27440673. [Fulltext article]
  • Chrimes N, Higgs A, Rehak A. Lost in transition: the challenges of getting airway clinicians to move from the upper airway to the neck during an airway crisis. Br J Anaesth. 2020 Jul;125(1):e38-e46. doi: 10.1016/j.bja.2020.04.052. Epub 2020 May 28. PMID: 32475685. [Fulltext article]
  • Cook TM, Woodall N, Frerk C. A national survey of the impact of NAP4 on airway management practice in United Kingdom hospitals: closing the safety gap in anaesthesia, intensive care and the emergency department. Br J Anaesth. 2016 Aug;117(2):182-90. doi: 10.1093/bja/aew177. PMID: 27440629.
  • Higgs A, et al; Difficult Airway Society; Intensive Care Society; Faculty of Intensive Care Medicine; Royal College of Anaesthetists. Guidelines for the management of tracheal intubation in critically ill adults. Br J Anaesth. 2018 Feb;120(2):323-352. doi: 10.1016/j.bja.2017.10.021. Epub 2017 Nov 26. PMID: 29406182. [full text article]
  • Kinsella SM, Winton AL, Mushambi MC, Ramaswamy K, Swales H, Quinn AC, Popat M. Failed tracheal intubation during obstetric general anaesthesia: a literature review. Int J Obstet Anesth. 2015 Nov;24(4):356-74. doi: 10.1016/j.ijoa.2015.06.008. Epub 2015 Jun 30. PMID: 26303751. [fulltext article]
  • Watterson L, Heard A, Marshall S. Transition from supraglottic to infraglottic rescue in the “can’t intubate can’t oxygenate” (CICO) scenario. Report from the ANZCA airway management working group. 2014. [Date accessed: July 12, 2026] Available from: http://www.anzca.edu.au/documents/report-from-the-anzca-airway-management-working-gr.pdf

FOAM and web resources

Chris is an Intensivist and ECMO specialist at The Alfred ICU, where he is Deputy Director (Education). He is a Clinical Adjunct Associate Professor at Monash University, the Lead for the  Clinician Educator Incubator programme, and a CICM First Part Examiner.

He is an internationally recognised Clinician Educator with a passion for helping clinicians learn and for improving the clinical performance of individuals and collectives. He was one of the founders of the FOAM movement (Free Open-Access Medical education) has been recognised for his contributions to education with awards from ANZICS, ANZAHPE, and ACEM.

His one great achievement is being the father of three amazing children.

On Bluesky, he is @precordialthump.bsky.social and on the site that Elon has screwed up, he is @precordialthump.

| INTENSIVE | RAGE | Resuscitology | SMACC

What Residency Advisors Wish Students Knew About SOAP Earlier

SOAP Is Not Just a “Backup Plan”

Every year, there’s a moment during Match Week when excitement across medical schools suddenly shifts. While many students are celebrating match results, others are opening an email they hoped they would never receive: a notification that they did not match. For many students, the Supplemental Offer and Acceptance Program, better known as SOAP, becomes an unfamiliar process they have to learn under immense pressure and emotional exhaustion.

 

One of the biggest things residency advisors consistently say is this: students often misunderstand SOAP until it’s too late. Many assume SOAP is simply a backup pathway where unmatched applicants can easily “pick up” open residency spots. In reality, SOAP is highly structured, incredibly fast-paced, emotionally draining, and often far more competitive than students expect. Advisors frequently wish students understood earlier that preparing for SOAP is not pessimistic, it is smart, practical planning.

 

The SOAP process itself happens during Match Week for applicants who are eligible and unmatched or partially unmatched. Applicants gain access to a list of unfilled residency programs and can apply through ERAS to a limited number of programs. Programs review applications rapidly, conduct interviews, and extend offers in multiple rounds over a few intense days. While understanding the mechanics of SOAP is important, the more critical issue is understanding the mistakes students make before and during the process that put them at a disadvantage.

 

The Danger of Assuming SOAP “Won’t Happen”

One of the biggest pitfalls is assuming that “it won’t happen to me,” which leads students to avoid discussing SOAP entirely. Advisors often see applicants with warning signs, limited interviews, red flags on applications, unrealistic rank lists, or weak geographic flexibility, who refuse to think about contingency planning because it feels discouraging or embarrassing. Unfortunately, avoidance can make the situation far worse. Students who prepare emotionally and strategically ahead of time tend to perform much better if SOAP becomes necessary.

 

Another common mistake is building an unrealistic rank list strategy during the regular Match process. Some students apply too narrowly, rank too few programs, or focus exclusively on prestige instead of fit and probability of matching. Advisors frequently emphasize that matching into residency is the primary goal. Students sometimes underestimate how unpredictable the Match can be, especially in competitive specialties or for applicants with academic concerns. A broader, more balanced application strategy can sometimes prevent SOAP entirely.

 

One issue that surprises many students is how emotionally difficult SOAP can feel. Advisors often wish students understood that the emotional impact of not matching can temporarily impair decision-making. Students may feel shame, panic, or intense self-comparison while simultaneously trying to update personal statements, answer calls, and make significant career decisions quickly. Those emotions are completely understandable, but they can lead applicants to freeze, spiral, or make impulsive decisions. Students who already know what SOAP involves tend to approach it with a calmer and more organized mindset.

 

A major pitfall during SOAP is failing to move quickly enough. Timing matters enormously. Some students spend too much time grieving the initial unmatched notification before beginning practical next steps. While taking a moment to process emotions is normal, SOAP operates on a compressed timeline. Advisors often stress that students should immediately shift into action mode by meeting with advisors, reviewing available specialties, updating application materials, and preparing for rapid interviews. If students have warning signs listed above, they are far better off preparing for SOAP ahead of time so that their emotions don’t impair their judgement or slow them down. 

 

Flexibility Matters More Than Students Expect

Another common mistake is refusing to consider specialties outside the original plan. Many advisors have seen students remain narrowly focused on one highly competitive specialty during SOAP, even when the available positions suggest that flexibility would significantly improve their chances. SOAP often rewards adaptability. Students who are open-minded about preliminary years, transitional years, or adjacent specialties may ultimately position themselves for future opportunities more successfully than those who refuse to pivot.

 

Advisors also frequently mention that students underestimate how important professionalism becomes during SOAP. Because the process moves quickly, every interaction carries weight. Programs may have limited time to evaluate applicants, meaning phone calls, emails, and interviews become especially influential. Students sometimes let stress show through rushed communication, emotional responses, or lack of preparation. Even under pressure, maintaining professionalism, warmth, and composure can make a major difference.

 

Why Preparation Before Match Week Is So Important

One of the biggest mistakes students make is not having application materials that can be adapted quickly. Advisors often encourage students to maintain an updated CV and a flexible personal statement before Match Week arrives. It’s often advised to have several versions of personal statements in case SOAP becomes a reality for students. Some unmatched students suddenly realize their entire application is built around one specialty and cannot easily translate to another field. For example, an applicant who applied only to orthopedic surgery may struggle to rapidly explain an interest in preliminary medicine or family medicine without preparation. Having a broader narrative ready beforehand, or at least an idea of how activity descriptions can be adapted, can make SOAP transitions much smoother.

 

Letters of recommendation can also become a challenge. Students often assume they will not need additional letters or specialty-specific support during SOAP. However, advisors frequently see situations where students need quick access to alternative letters or faculty advocates. Building strong relationships with mentors before Match Week can become invaluable if SOAP occurs.

 

Another issue advisors wish students understood earlier is that SOAP is not purely about credentials. Students sometimes assume programs are only scanning scores and grades during the process, but interpersonal skills matter tremendously. Programs are trying to identify applicants who are resilient, coachable, professional, and genuinely interested in their specialty and program. A calm and thoughtful phone interview can leave a much stronger impression than applicants realize.

 

Leaning on Advisors and Mentors

One major pitfall is poor advising utilization. Some students isolate themselves during SOAP or avoid reaching out because they feel embarrassed. In reality, this is exactly the time when advisors, deans, faculty mentors, and residency leadership can help most. Advisors often have insight into specialty trends, program behavior, and application strategy that students simply do not have access to. Students who lean into support systems rather than withdrawing tend to navigate SOAP more effectively.

 

Another frequent mistake is focusing too much on “why this happened” during the process itself. Reflection is important eventually, but SOAP requires immediate forward-focused thinking. Advisors often see students spending valuable hours obsessing over which programs did not rank them or replaying interview interactions instead of concentrating on current opportunities. The analysis can happen later. During SOAP, the priority is maximizing the chances of securing a position.

 

Mindset Can Change the Outcome

Students are also often surprised by how much mindset affects performance. Advisors consistently note that applicants who approach SOAP with flexibility and humility tend to fare better than those who view every available option as beneath them. It is understandable to grieve an original career vision, but many physicians ultimately find fulfilling careers through pathways they never initially considered. SOAP success often comes from adapting rather than resisting reality.

 

Another common pitfall is misunderstanding preliminary and transitional year positions. Some students dismiss these opportunities too quickly because they are not categorical spots. Advisors often wish students knew earlier that preliminary years can still provide valuable clinical experience, networking opportunities, and pathways to reapply successfully. While they are not ideal for every situation, they can sometimes be strategic stepping stones rather than dead ends. Especially for students who plan to re-apply to their specialty of choice as opposed to switching specialties entirely.

 

Communication and Professionalism During SOAP

Communication during SOAP is another area where students commonly struggle. Because emotions are high, applicants may over-contact programs, send poorly written emails, or unintentionally appear desperate. Advisors emphasize that concise, professional communication is far more effective than repeated outreach. Programs understand applicants are stressed; what stands out positively is maintaining professionalism under pressure.

 

One difficult but important reality advisors wish students appreciated earlier is that not matching does not define someone’s future as a physician. Many students interpret SOAP eligibility as a personal failure instead of recognizing the complexity and competitiveness of the Match system. Advisors have seen unmatched students later become excellent residents, fellows, attendings, and leaders in medicine. The immediate disappointment can feel overwhelming, but it is not the final chapter of a medical career, it’s simply a different path to navigate.

 

SOAP Is About Preparation and Resilience

At the same time, advisors also stress the importance of honest self-assessment afterward. Some students move through SOAP or reapplication cycles without addressing the underlying weaknesses that contributed to difficulty matching. Whether the issue involved interview skills, board scores, professionalism concerns, geographic limitations, or application strategy, meaningful improvement requires realistic evaluation. Advisors often wish students would approach reapplication planning earlier and more proactively rather than assuming a second cycle alone will fix things.

 

Perhaps most importantly, residency advisors wish students understood that preparing for SOAP does not mean expecting failure. Medicine trains students to plan for worst-case scenarios clinically all the time, yet many students avoid doing so professionally. Having a SOAP plan, understanding the timeline, preparing adaptable materials, and discussing contingency options are signs of maturity and preparedness, not pessimism.

 

SOAP is one of the most stressful experiences many medical students face. But students who understand the process earlier, remain flexible, lean on their support systems, and stay focused on long-term goals often navigate it more successfully than they initially imagined. Residency careers are rarely perfectly linear, and a difficult Match Week does not erase years of hard work or future potential.

 

In the end, what advisors wish students knew most is that SOAP is not simply a backup process, it is a process that rewards preparation, adaptability, professionalism, and resilience. The students who approach it strategically rather than emotionally are often the ones who emerge with opportunities they can continue building on for years to come.

Anatomy for bronchoscopy and airway management • LITFL Medical Blog • CCC Airway

Overview

Airway anatomy is highly relevant to both diagnosis and management in critical care.

  • this includes both the upper airway (e.g. laryngoscopy, threats to airway patency and protection) and the lower airway (e.g. bronchoscopy and respiratory pathology)
  • bronchoscopic anatomy follows the airway from the vocal cords to the segmental bronchi.

The bronchoscopist navigates from within the airway using a series of landmarks to maintain orientation, localise pathology and safely perform procedures. 

  • You don’t need to know anatomy, you need to be able to find it!
  • Safe bronchoscopy depends on three skills:
    • maintaining orientation
    • recognising normal anatomy and common variants
    • identifying abnormalities

Many apparent abnormalities are simply normal variants. Equally, important disease is often identified because the airway has an abnormal appearance.

Bronchoscopy Roadmap

Most bronchoscopic examinations follow the same sequence:

  • Upper airway (unless intubated)
  • Vocal cords (unless intubated)
  • Trachea
  • Carina
  • Right main bronchus
  • Right upper lobe
  • Bronchus intermedius
  • Right middle lobe
  • Right lower lobe
  • Left main bronchus
  • Left upper lobe
  • Lingula
  • Left lower lobe

    If orientation is lost, return to the carina and restart from there.

    Bronchoscopic Orientation

    Know how to maintain orientation is vital – if in doubt always come back to the carina:

    • The carina is your compass
    • The trachea is D-shaped, cartilage is anterior, and membrane is posterior

    Use the following landmarks continuously:

    • posterior membrane (has characteristic “racing stripes” from the longitudinal striations of the trachealis muscle)
    • main carina
    • secondary carinae
    • major airway branches

    Remember:

    • upper lobes branch superiorly
    • lower lobes branch inferiorly
    • the right bronchial tree is more vertical (almost continuous with the trachea)
    • the left bronchial tree is more horizontal

    Figure 1. Bronchoscopic orientation. Note the anterior cartilaginous wall (arches), posterior membranous wall (trachealis with longitudinal striations), main carina dividing the right main bronchus from the left main bronchus.

    Upper Airway

    The upper airway and larynx are functionally important for:

    • Respiration
    • Humidification 
    • airway protection
    • Phonation, and 
    • procedural access in critical care

    A useful navigation sequence is:

    • Uvula → Epiglottis → Larynx
    • particularly useful when secretions, blood or distorted anatomy obscure normal landmarks.

    The laryngeal inlet is the opening from the pharynx into the larynx. It is bounded by:

    • Epiglottis (anterior)
    • Arytenoids + interarytenoid notch (posterior)
    • Aryepiglottic folds (lateral)

    Vallecula, hyoepiglottic ligament, and glottic exposure

    • The epiglottis is the “gateway to the larynx” during laryngoscopy
    • The epiglottis is connected to the hyoid by the hyoepiglottic ligament
      • Seating the tip of the laryngoscope blade in the vallecula (anterior to the epiglottis) activates (stretches) the hyoepiglottic ligament and causes the epiglottis to lift anteriorly exposing the glottis
      • Failure to do this correctly is a common reason for poor laryngoscopic view

    The vocal cords sit below the laryngeal inlet. They form the glottis and divide the upper airway from the lower airway. Unless paralysed, they provide a dynamic sphincter that the bronchoscopy must negotiate.

    Figure 1. The normal larynx as viewed when performing laryngoscopy with a flexiscope. Structures labelled are: 1 = vocal chords, 2 = vestibular fold (“false cords”), 3 = epiglottis, 4 = aryepiglottic folds, 5 = arytenoid cartilage, 6 = sinus piriformis, 7 = base of the tongue. Image by Welleschik available at: https://commons.wikimedia.org/wiki/File:Larynx_normal.jpg

    Figure 2. Anatomy of the larynx showing relations of structures relevant to airway management. Image from Fundamentals of Anatomy and Physiology by Anna Chruścik; Kate Kauter; Louisa Windus; and Eliza Whiteside available at: https://usq.pressbooks.pub/anatomy/chapter/8-1-organs-and-structures-of-the-respiratory-system/

    The cricoid cartilage forms the boundary between larynx and trachea.

    • lies immediately below the vocal cords and above the first tracheal ring
    • It is the only complete cartilaginous ring in the airway
    • It is shaped like a signet ring resulting in a broad cartilagenous wall posteriorly
    • This makes it an important landmark during:
      • Front of neck access (cricothyroidotomy and tracheostomy)
      • airway stenosis assessment
      • interventional airway procedures
    • The cricothyroid membrane lies anteriorly, between the cricoid cartilage and the thyroid cartilage

    Common upper airway normal variants include:

    • omega-shaped epiglottis (may be more common in obesity)
    • prominent arytenoids
    • variation in glottic size

    Upper airway landmarks are not visible when bronchoscopy is performed in a patient who is already intubated. Only the features of the endotracheal tube (ETT) will be visible as the bronchoscope pass along it:

    • Clear plastic cylindrical tube lumen
    • external depth markings on ETT may be visible
    • Murphy’s eye near distal tip of ETT

    Trachea

    The trachea extends from the cricoid cartilage to the carina.

    • Healthy trachea shows C‑shaped anterior cartilaginous rings with a membranous posterior wall.
    • The adult trachea contains approximately 18–22 cartilaginous rings.
    • Usually 9-15cm in length in adults

    For bronchoscopy, only a few features truly matter:

    • cartilage anteriorly
    • membrane posteriorly
    • slight rightward deviation approaching the carina
    • dynamic movement during breathing and coughing

    Important adjacent structures (especially relevant for FONA procedures)

    • Anterior
      • Great vessels
        • Brachiocephalic (innominate) artery – crosses anterior to the upper thoracic trachea
        • Brachiocephalic (innominate) vein – passes anterior to the trachea in the superior mediastinum
        • Distally
          • Aortic arch – lies anterior and to the left of the distal trachea
          • Superior vena cava (SVC) – lies anterolateral to the right side of the trachea
          • Pulmonary trunk – lies anterior to the distal trachea and carina
      • Thyroid and vessels
        • Thyroid isthmus crosses the anterior surface of the trachea at the level of the 2nd–4th tracheal rings
        • The inferior thyroid veins descend anterior to the upper trachea and drain into the brachiocephalic veins.
        • The thyroid ima artery (when present; anatomical variant) ascends on the anterior trachea, usually arising from the brachiocephalic trunk or aortic arch.
    • Lateral
      • Recurrent laryngeal nerves run bilaterally along the trachea
      • Branches of the inferior thyroid arteries run posterolateral to the trachea near the recurrent laryngeal nerves.
      • The thyroid lobes lie on either side of the upper trachea and extend posteriorly towards the oesophagus and carotid sheath
    • Posterior

    These adjacent structures can distort the airway through:

    • Masses (e.g. goitre, tumours)
    • lymphadenopathy
    • fibrosis
    • previous surgery
    • Vessel enlargement (e.g. aneurysm, SVC obstruction)

    Mild dynamic movement of the posterior membrane during expiration is normal

    • Trachealis muscle contracts and constricts trachea during coughing
    • Excessive expiratory collapse of the airway is abnormal and may indicate:
      • Tracheobronchomalacia – weakness of the cartilaginous airway wall.
      • Excessive Dynamic Airway Collapse (EDAC) – exaggerated inward bulging of the posterior membranous wall.

    A tracheal bronchus (“pig bronchus”) is an anatomical variant that arises directly from the trachea above the carina and usually supplies part of the right upper lobe.

    • Occurs in 0.1-2% of people, usually discovered incidentally
    • Recognition is important because it may affect:
    • endotracheal tube positioning
    • lung isolation and one-lung ventilation
    • bronchoscopic navigation and interpretation

    Carina

    The carina is the most important landmark in bronchoscopy.

    • It is the bifurcation between the right and left main bronchi
    • Experienced bronchoscopists continually return to the carina to maintain orientation.

    At the carina:

    • the right main bronchus is shorter, wider and more vertical
    • the left main bronchus is longer, narrower and more horizontal
    • the posterior membranous wall identifies posterior orientation
    • the cartilaginous wall identifies anterior orientation

    The carina lies within the middle mediastinum and is surrounded by structures commonly encountered during bronchoscopy, EBUS and transbronchial needle aspiration. Important relationships include:

    • Anterior: pulmonary trunk and origin of the right and left pulmonary arteries
    • Posterior: oesophagus and descending thoracic aorta
    • Inferior: left atrium (which is below subcarinal space (station 7), one of the most frequently sampled lymph node stations during bronchoscopy)
    • Right: azygos vein arch and right paratracheal lymph node stations
    • Left: aortic arch, aortopulmonary window, and left paratracheal lymph node stations

    Unexpected carinal appearances are “red flags” for underlying pathology:

    FindingPossible CauseWidened carinal angleSubcarinal lymphadenopathy or other disease outside the airway rather than within itBlunted carinaMalignancyDistorted anatomyMediastinal massFixed carinaInfiltrative diseaseShifted carinaVolume loss or mediastinal displacement

    Mediastinal and Hilar Relations

    Lymph Node Stations

    • These are less relevant in the ED and ICU setting, but are important in diagnostic bronchoscopy as EBUS and TBNA targets.
    • The most important targets are:

    StationLocation4RRight lower paratracheal4LLeft lower paratracheal7Subcarinal10RRight hilar10LLeft hilar11RRight interlobar11LLeft interlobar

    Figure. Regional mediastinal and hilar lymph node stations, including major blood vessels (left) and examples of EBUS images from the eight lymph node stations (Ervik et al, 2025). Image source: https://www.mdpi.com/2313-433X/11/1/10

    Vascular relations – important structures to miss when performing biopsies!

    • Azygos Vein
      • The azygos vein arches over the right main bronchus before entering the superior vena cava.
      • It creates an important landmark for:
        • station 4R
        • right paratracheal anatomy
        • upper mediastinal orientation
    • Aortopulmonary Window
      • Located between aortic arch and left pulmonary artery
      • It contains stations 5 and 6 and is an important radiological landmark when correlating CT findings with airway anatomy.
    • Pulmonary arteries
      • The left pulmonary artery passes superior to the left main bronchus.
      • The right pulmonary artery lies anterior to the right main bronchus.
      • These relationships are useful for understanding hilar pathology, EBUS anatomy, and mediastinal staging.

    Bronchoscopic Nomenclature

    Segmental bronchi are designated using the letter B followed by a number.

    SegmentRight LungLeft LungB1Apical (RUL)Apical (LUL upper division)B2Posterior (RUL)Posterior (LUL upper division)B3Anterior (RUL)Anterior (LUL upper division)B4Lateral (RML)Superior lingularB5Medial (RML)Inferior lingularB6Superior segment (RLL)Superior segment (LLL)B7Medial basalMedial basal (often absent on the left)B8Anterior basalAnterior basalB9Lateral basalLateral basalB10Posterior basalPosterior basal

    Important differences to note in the left lung:

    • Left medial basal (B7) is usually absent
    • Left apical and posterior (B1 and B2) are often fused (B12 or apicoposterior) or arise from common bronchial trunk. 

    Right Bronchial Tree

    The right bronchial tree is shorter, wider, and more vertical than the left. These characteristics contribute to the ease of:

    • right mainstem intubation
    • right-sided aspiration
    • preferential entry of bronchoscopes into the right lung

    Right Main Bronchus

    • Approximately 2 cm long.
    • Rapidly divides into:
    • right upper lobe bronchus
      • Usually trifurcates into:
        • B1 apical
        • B2 posterior
        • B3 anterior
      • This is the first major branch seen on entering the right lung with a bronchoscopy (unless there is a tracheal (“pig”) bronchus.
    • bronchus intermedius
      • extends from the RUL take-off to the middle lobe bronchus.
      • This is an important orientation pointsin bronchoscopy.
        • The anterior wall becomes the middle lobe
        • The posterior wall becomes the lower lobe
      • Important relationships:
        • RML originates anteriorly
        • RLL continues posteriorly
        • B6 (superior segment) arises posteriorly
    • Secondary carinae:
      • RC1 = RUL–BI carina
      • RC2 = RML–RLL carina

    Right Middle Lobe

    Right Lower Lobe

    • The superior segment (B6) arises posteriorly.
      • It is a useful landmarks for re-establishing lower-lobe orientation
    • The basal trunk typically divides into:
      • B7 medial basal
      • B8 anterior basal
      • B9 lateral basal
      • B10 posterior basal

    Left Bronchial Tree

    The left bronchial tree, compared to the right, is longer, narrower, and more horizontal

    • Rotate the scope approximately 90° left so the anterior wall lies at around the 3 o’clock position to enter the left upper lobe.

    Left Upper Lobe

    • B1 apical
    • B2 posterior
    • B3 anterior
    • However, while textbooks depict separate B1 (apical), B2 (posterior) and B3 (anterior) segments, fusion of B1 and B2 into a common apicoposterior trunk is common
    • Lingula
      • The lingula is the left-sided equivalent of the middle lobe.
      • It divides into:
    • B4 superior lingular
    • B5 inferior lingular
    • Secondary carinae:
      • LC1 = upper division–lingula
      • LC2 = lingula–LLL

    Left Lower Lobe

    • Divides into:
      • B6 superior segment
      • basal trunk
    • The basal trunk typically gives rise to:
    • B8 anterior basal
    • B9 lateral basal
    • B10 posterior basal
    • B7 (medial) is usually absent.

    Practical tips and pitfalls

    Common ICU Bronchoscopy Targets

    • Most ICU bronchoscopies involve localisation of secretions, aspiration, bleeding, or airway pathology. Knowing the common sites helps direct the examination efficiently.

    Clinical ScenarioCommon Anatomical SitesBronchoscopic ObjectiveAspirationRight lower lobe (RLL)Bronchus intermediusDependent lung segmentsIdentify and clear aspirated material; assess extent of airway involvementMucusBronchus intermediusRight middle lobe (RML)Lower lobesLocalise and remove obstructing secretions; assess for distal collapseHaemoptysisVariable; may arise from any lung, lobe or segmentLocalise bleeding to the affected lung, lobe and segment before further interventionDifficult Airway AssessmentVocal cordsSubglottic regionTracheaMain bronchiAssess airway anatomy, obstruction, stenosis, injury or distortion

    Different aspects of anatomy are relevant to different procedures: 

    ProcedureKey AnatomyIntubationEpiglottis, cords, cricoidTracheostomyCricoid and tracheal ringsForeign body retrievalRight main bronchus, bronchus intermediusEBUS-TBNACarina, stations 4R, 4L, 7, 10 and 11Transbronchial biopsySegmental bronchiEndobronchial biopsyCarinae and visible lesionsBronchial blocker placementMain bronchi and lobar take-offs

    Anatomical variation of the airway and respiratory tract is common. Examples include:

    • omega-shaped epiglottis
    • prominent arytenoids
    • tracheal bronchus
    • quadrifurcate RUL branching
    • variant lingular branching
    • absent left B7
    • accessory lower-lobe segments

    How to avoid getting lost during bronchoscopy:

    • Stop! Do not keep advancing
    • Return to the main carina if necessary
    • Re-establish orientation – trachea is D-shaped, cartilage is anterior, trachealis/ membrane is posterior.
    • Proceed deliberately identifying landmarks as you advance.

    Remember the key principles of bronchoscopy orientation.

    • The main carina is your compass
    • Trachea is D-shaped, cartilage is anterior, trachealis/ membrane is posterior.
    • Upper lobes branch superiorly
    • Lower lobes branch inferiorly
    • Right main bronchus is short, wide and vertical
    • Left main bronchus is long, narrow and horizontal
    • The anterior bronchus intermedius wall becomes the RML; the posterior wall becomes the RLL.
    • Lingula is conceptually the left middle lobe.
    • the superior (B6 or apical) segmental bronchi of the lower lobes are posterior
    • Normal variation is common.
    • If lost, return to the carina and start again.

    Useful videos

    The Bronchoscopy Academy has produced a number of useful videos for understanding airway and bronchoscopic anatomy.

    Upper airway and larynx:

    Abnormal upper airway:

    Trachea:

    Trachea abnormalities:

    Bronchi:

    Anatomy variants:

    Conclusion

    Finding relevant anatomy and maintaining orientation is critical to successful bronchoscopy and other airway management procedures

    • Different aspects of anatomy are relevant to different airway and bronchoscopy procedures
    • Anatomical variation is common, however :red flags: for pathology must be identified
    • A deliberate approach to airway procedures and bronchoscopy, with identification of landmarks as you go, leads to success

    References and Links

    Journal articles 

    • Ervik Ø, Rødde M, Hofstad EF, Tveten I, Langø T, Leira HO, Amundsen T, Sorger H. A New Deep Learning-Based Method for Automated Identification of Thoracic Lymph Node Stations in Endobronchial Ultrasound (EBUS): A Proof-of-Concept Study. J Imaging. 2025 Jan 5;11(1):10. doi: 10.3390/jimaging11010010. PMID: 39852323; PMCID: PMC11766424.

    Chris is an Intensivist and ECMO specialist at The Alfred ICU, where he is Deputy Director (Education). He is a Clinical Adjunct Associate Professor at Monash University, the Lead for the  Clinician Educator Incubator programme, and a CICM First Part Examiner.

    He is an internationally recognised Clinician Educator with a passion for helping clinicians learn and for improving the clinical performance of individuals and collectives. He was one of the founders of the FOAM movement (Free Open-Access Medical education) has been recognised for his contributions to education with awards from ANZICS, ANZAHPE, and ACEM.

    His one great achievement is being the father of three amazing children.

    On Bluesky, he is @precordialthump.bsky.social and on the site that Elon has screwed up, he is @precordialthump.

    | INTENSIVE | RAGE | Resuscitology | SMACC

How Personalized Study Plans Improve Score Outcomes

If you’ve ever felt like you’re doing everything “right” but your scores aren’t reflecting your effort, you’re not alone. Medical school studying can sometimes feel like following a script: use the same resources, follow the same schedules, grind through the same question banks. But here’s the truth that often gets overlooked, what works incredibly well for one student may be completely ineffective for another. The difference between plateauing and improving often comes down to one thing: personalization.

 

A personalized study plan isn’t just a nice idea, it’s one of the most powerful tools you have to improve your score outcomes. When your studying aligns with how you actually learn, process, and retain information, your efficiency increases, your confidence grows, and your performance follows.

 

Let’s talk about why personalization matters, how to figure out what works for you, and how to continuously refine your plan based on real performance data.

 

Why One-Size-Fits-All Studying Falls Short

Medical students are surrounded by advice, study schedules, “must-use” resources, and rigid timelines. While these can be helpful starting points, they often assume that all learners are the same. They’re not.

 

Some students thrive on structured repetition, while others need conceptual frameworks before memorization sticks. Some retain best through practice questions, while others need to write things out or teach concepts aloud. When you force yourself into a study system that doesn’t match how your brain works, you end up spending more time for less return.

 

This is where many students hit a frustrating cycle: long hours, high effort, but minimal score improvement. It’s not a motivation problem, it’s a mismatch between method and learner.

 

Personalized study plans break that cycle by aligning your approach with your cognitive strengths. Find some of our study plans here: Free Downloads

 

Understanding Your Learning Style (Without Overcomplicating It)

“Learning styles” can sound like a buzzword, but at its core, it’s about noticing patterns in how you absorb and retain information best. You don’t need a formal assessment to figure this out, you just need to reflect honestly on your experiences.

 

Think back to times when studying actually felt effective. Were you doing lots of practice questions? Were you reviewing flashcards daily? Were you drawing diagrams or teaching a friend?

 

Broadly speaking, most medical students fall into a blend of a few preferences. Some benefit from practical application, practice questions, teaching, or applying knowledge clinically. Others are more visual or spatial learners, who understand best when they can map out relationships or see processes unfold. Some are auditory processors who retain more when they talk things through or listen to explanations. And many rely heavily on repetition-based systems like spaced repetition to solidify memory.

 

The key isn’t to label yourself, it’s to observe what leads to actual retention. If you find that you consistently forget material you passively read, that’s useful data. If doing practice questions dramatically improves your recall, that’s your signal to lean into application. It’s important to note that all learning should be active. The more senses you can use while you study, the stronger your retention will be. 

 

Your study plan should amplify what works and minimize what doesn’t.

 

Building Your Study Plan Around Your Strengths

Once you’ve identified patterns in how you learn, you can start shaping your study plan intentionally. If you’re someone who learns best through application, your plan should revolve heavily around question banks. This doesn’t just mean doing questions, it means reviewing them deeply, understanding why each answer choice is right or wrong, and connecting concepts across systems. Content review still matters, but it is guided by application.

 

If you retain best through repetition, spaced repetition tools can become your backbone. In this case, consistency matters more than volume. A smaller number of cards reviewed daily with high retention is far more effective than sporadic cramming.

 

If you’re a visual learner, your plan might include drawing pathways, using diagrams, or organizing information into charts. Turning abstract concepts into something you can “see” often improves understanding dramatically.

 

If you process information better by explaining it, build in time to teach. This can be as simple as talking through a concept out loud or explaining it to a study partner. Teaching forces clarity in a way passive review never does.

 

Most students are a combination of these approaches, and that’s where personalization becomes powerful. You’re not choosing one method, you’re designing a system that reflects how you actually learn.

 

The Role of Active Learning in Score Improvement

No matter your preferred style, one principle consistently predicts score improvement: active engagement.

 

Passive studying, reading, highlighting, or watching videos without interaction, often creates the illusion of understanding. Active studying, on the other hand, forces your brain to retrieve, apply, and connect information. This is what strengthens memory and improves test performance.

 

Personalized plans should prioritize active learning in a way that fits your style. For one student, that might look like doing 80 questions a day. For another, it might mean fewer questions but more time spent explaining concepts or reviewing flashcards deeply and drawing connections between topics.

 

The goal isn’t to copy someone else’s volume, it’s to maximize your own retention per hour. The better you understand what works for you and put it to use, the faster your progress should become. 

 

Using Performance Data to Guide Adjustments

One of the biggest advantages of modern study tools is the amount of feedback they provide. Question banks, self-assessments, and practice exams generate data that can help you refine your plan, if you use it intentionally.

 

Instead of focusing only on your overall percentage, look deeper. Are you consistently missing questions in certain subjects? Are your errors due to knowledge gaps, misreading questions, or second-guessing. Each of these points to a different adjustment. If you’re missing questions due to content gaps, you may need to increase targeted review in that area. If you’re misinterpreting questions, you might need to slow down and practice reading stems more carefully. If you’re changing correct answers to incorrect ones, that suggests a test-taking strategy issue rather than a knowledge problem.

 

Your study plan should evolve based on these insights. This is what transforms studying from a static routine into a dynamic process.

 

Recognizing When Something Isn’t Working

One of the hardest but most important skills is recognizing when your current approach isn’t effective. It’s easy to stick with a plan because it feels productive or because others recommend it. But if your scores aren’t improving after a reasonable period of consistent effort, something needs to change.

 

This doesn’t mean overhauling everything at once. Small, targeted adjustments are often more effective. If you’ve been spending most of your time on passive review, try incorporating more practice questions. If you’re doing large volumes of questions but not improving, spend more time reviewing each one in depth. If your retention feels low, consider adding spaced repetition.

 

The key is to treat your study plan like a working hypothesis rather than a fixed rule until you find the approach that works. 

 

Balancing Structure and Flexibility

A good study plan provides structure, it gives you direction and keeps you accountable. But too much rigidity can be counterproductive.

 

Personalized plans work best when they allow for flexibility. Some days you’ll need more time on certain topics. Some weeks you’ll identify new weaknesses that require a shift in focus. That’s not failure, that’s refinement.

 

Think of your plan as a framework rather than a strict schedule. It should guide your studying without boxing you in. Students who improve the most are often the ones who adapt the fastest. They’re not afraid to pivot when something isn’t working, and they use feedback as a tool rather than a judgment.

 

The Psychological Benefit of Personalization

Beyond improving efficiency, personalized study plans also reduce burnout. When your studying feels aligned with how you learn, it becomes more engaging and less draining. You spend less time forcing yourself through ineffective methods and more time seeing tangible progress.

 

This sense of progress is incredibly motivating. It creates a positive feedback loop, better retention leads to better scores, which reinforces your confidence and keeps you moving forward.

 

On the flip side, mismatched study strategies often lead to frustration and self-doubt. Personalization helps break that cycle by giving you a sense of control over your outcomes.

 

At its core, a personalized study plan is about self-awareness and adaptability. It starts with understanding how you learn best, not in theory, but in practice. It grows as you build a system that prioritizes active engagement and aligns with your strengths. And it evolves as you use performance data to refine your approach.

 

There’s no perfect schedule, no universal formula, and no single “right” way to study. The most effective plan is the one that works for you, and continues to work as you improve.

 

If you take one thing away from this, let it be the following: your study plan should be something you actively shape, not something you passively follow. You should keep tweaking your routine until you find something that works. The more intentional you are about how you study, the more your effort will translate into results. And in a process as demanding as medical education, that alignment makes all the difference.

Patient preparation for ICU bronchoscopy • LITFL

Editor/ peer reviewer: Chris Nickson

OVERVIEW

Flexible bronchoscopy is a frequently performed bedside procedure in critical care, with both diagnostic and therapeutic indications.

  • The bronchoscope occupies a significant portion of the tube lumen, provokes cough, bronchospasm, and laryngospasm, and often needs to be used in patients with minimal physiological reserve.
  • The majority of adverse events – desaturation, haemodynamic instability, barotrauma, bleeding, loss of the airway – are predictable and preventable. They arise from inadequate preparation far more often than from the procedure itself.

Good preparation is key!

TIME OUT

Confirm the patient and the plan

  • Patient identity, weight, allergies
  • Procedure and indication
  • Diagnostic samples required, and to where they are going (micro, cytology, AFB, virology, cell count, etc.)
  • Consider transmission precautions (e.g. for aerosol-generating procedure)

Confirm the patient can tolerate it. Check:

  • blood gas
    • borderline oxygenation and ventilation will likely worsen with a scope in the lumen
  • Coagulation and platelets, recent anticoagulants/antiplatelets, and whether biopsy/brushing is planned
  • Haemodynamics and vasopressor requirement
  • Raised ICP/ open globe/ unstable spine and any other relative contraindication to a coughing, hypertensive response (see contra-indications to flexible bronchoscopy)

Confirm kit (and plan your escape!)

  • Working scope, light source, processor, image on screen, suction tested
  • BAL aliquots/syringes, specimen traps and labels are ready
  • Bite block, swivel/bronchoscopy elbow with diaphragm, water-soluble lubricant
  • Airway and resus trolley to hand; emergency drugs drawn (see Medications below)
  • Vasopressor (push-dose or infusion) immediately available; defibrillator location known
  • Roles assigned and the abort plan stated

ICU consent is rarely straightforward – most patients are sedated, encephalopathic, delirious or intubated.

Assess capacity

  • Where the patient has capacity (e.g. awake, NIV/HFNC, planned diagnostic scope), take informed consent and document it.

When the patient lacks capacity

  • Proceed on a best-interests basis, involving the substitute/medical treatment decision-maker and family per your jurisdiction (e.g. in Victoria, the Medical Treatment Planning and Decisions Act 2016; in Ireland, the Assisted Decision-Making (Capacity) Act 2015; elsewhere, your local legal framework).
  • Check for an advance care directive or documented ceilings of care that bear on the procedure and on escalation if it goes badly.
  • In emergency situations (i.e. life-threatening lobar collapse, soiling, haemoptysis, etc.) – proceed under emergency/necessity doctrine and document.

Risks to document and specifically discuss

  • Transient hypoxaemia and hypoventilation/hypercapnia
  • Bronchospasm, laryngospasm, cough
  • Haemodynamic instability, i.e. arrhythmia, hypo-/hypertension
  • Bleeding (markedly higher with biopsy/brushing), pneumothorax
  • Raised ICP, raised intraocular pressure (if relevant)
  • Need for escalation of sedation, paralysis, ventilation or intubation
  • Infection transmission/cross-contamination

MONITORING

The standard set (continuous)

  • SpO₂
    • desaturation is the commonest adverse event. Know your pre-oxygenation baseline and plan accordingly.
  • ECG
    • arrhythmia from hypoxia, hypercapnia and vagal stimulation.
  • Arterial line
    • beat-to-beat BP through sedation-induced hypotension, and on-demand ABGs if required
    • If NIBP only, cycle it frequently (e.g. q1-3 min)
  • Capnography
    • continuous waveform in the ventilated patient confirms ongoing ventilation around the scope and flags hypoventilation/hypercapnia; use sampling EtCO₂ in awake/spont-vent cases.
  • Airway pressures
    • peak/plateau pressures will inevitably climb as the scope occupies the lumen.
  • Delivered vs set tidal/minute volume
    • quantifies the leak around the scope and the expected volume drop.
  • Flow-time waveform
    • expiratory flow not returning to baseline is indicative of gas trapping/auto-PEEP
    • Loss of PEEP signals derecruitment from suction.

Sedation depth & neuromuscular block

  • Depth of sedation
    • RASS at minimum
    • consider processed EEG (e.g. BIS or Entropy) where deep sedation with or without paralysis risks awareness.
  • Train-of-four/nerve stimulator whenever neuromuscular blockade is used – especially relevant for timing sedation wean post-procedure.
  • In the paralysed patient, haemodynamic surrogates (HR/BP surges) can represent discomfort

Neuro (selected patients)

  • ICP/CPP if a monitor is in situ – anticipate and treat the cough-driven surge; positioning, deep sedation and topical/IV lidocaine all contribute to blunting it.

Vigilance & human factors

  • Assign a person dedicated to watch the monitor
    • call out monitoring concerns, e.g. hypoxia, and ensure closed loop communication with bronchoscopist while they are task-focused (literally tunnel vision down the scope!).
  • Don’t stop at the end of the procedure.
    • Continue monitoring post-procedure for delayed desaturation/derecruitment, bleeding, and pneumothorax (especially after biopsy) – low threshold for a post-procedure CXR and a defined observation period.

POSITIONING

Default set-up

  • Semi-recumbent (head up 30-45°), not flat, is the usual default.
    • This improves FRC and apnoeic reserve, reduces aspiration and VAP risk, and blunts ICP rises.
  • The bronchoscopist usually stands at the head of the bed, scoping down the ETT (same orientation as intubation – right is right and left is left).
  • Lower the bed to the operator (or use a step if required) to ensure the scope is under tension, and place the screen in their eyeline.
  • Remove the head of the bed.

Head, neck and the tube

  • Neutral-to-sniffing alignment aligns the airway axes and eases scope passage. Avoid excessive flexion (kinking the tube) or rotation.
  • Remember: flexion advances the ETT tip toward the carina and extension withdraws it (~1-2cm each way). Repositioning can therefore risk endobronchial migration or inadvertent extubation.
  • Secure the swivel elbow/circuit first (it adds weight and torque), and re-confirm tube depth and cuff after any move.

Lateral positioning

  • Haemoptysis/unilateral bleeding: affected lung down (dependent) to protect the contralateral lung from soiling. This is the opposite of the “good lung down” instinct from oxygenation teaching.
  • Gravity-dependent positioning can aid targeted BAL/sampling of a specific lobe.
  • In an unstable ventilated patient, a full lateral is often impractical, but a lateral tilt can still be effective.

Cohort-specific

  • Obese/high BMI: ramp (i.e. ear-to-sternal-notch) or reverse Trendelenburg to recruit FRC.
  • Raised ICP/neuro: head up 30°, neck strictly neutral to preserve jugular venous drainage; no head-down. Works alongside deep sedation/paralysis and topical/IV lidocaine to blunt the cough-driven ICP spike.
  • Severe hypoxaemia/ARDS: Maximise head-up FRC and keep a low threshold to abort.
  • C-spine/trauma: manual in-line stabilisation and a fixed neutral neck make scope passage (and any nasal route) harder – be ready!
  • Fresh tracheostomy (

Human-factors

  • Position as part of physiological optimisation before sedation — while the patient can still be moved safely and is still breathing.
  • Anticipate a mid-procedure change (desaturating → sit up; bleeding → affected side down) and verbalise a plan for this in the prebrief.
  • Ensure that lines, arterial line transducer, SpO₂ probe and the BP arm aren’t trapped or pulled on every move.

AWAKE vs INTUBATED

Awake/spontaneously breathing patient

  • Oxygenation strategy is vital, as there is no closed circuit. Use HFNC or “THRIVE” for apnoeic/peri-procedural oxygenation, or scope through a dedicated NIV mask or CPAP helmet port.
  • Success relies on excellent topicalisation (“spray-as-you-go”) ± light, titratable sedation that preserves airway reflexes and ventilation.
  • Risks
    • loss of a marginal airway, aspiration, over-sedation, laryngospasm, agitation, and a hypertensive/coughing response.
  • Benefits
    • maintained ventilation and (ideally) airway tone, avoids committing a borderline patient to an ETT, ideal for the difficult-airway plan.

Intubated/ventilated patient

  • Secured airway means that controlled ventilation, deeper sedation ± neuromuscular blockade can be optimised to improve conditions.
  • Tube size limits scope size. A standard adult scope (OD ~5.5–6.0 mm) needs the largest available tube – ideally ≥ 8.0 mm, minimum 7.5 mm – to leave room for ventilation around it. Use a slim/diagnostic scope (~4 mm) for tubes 6.5–7.0 mm; expect higher resistance and worse leak around larger scopes.
  • Scope through a swivel bronchoscopy elbow so ventilation continues; insert via the diaphragm, well lubricated.
  • Tracheostomy: shorter route, but be mindful of tube length/position and the false passage in the recently formed stoma.

MEDICATIONS

Draw everything up before you start – and tailor the sedation strategy to whether the patient is breathing for themselves or is ventilated. The rescue drugs are the same either way, so have them ready regardless.

Awake/ spontaneously breathing

  • Goal: workable conditions without abolishing respiratory drive or airway reflexes
  • Adequate topicalisation is key.

PurposeAgentsNotesSedationDexmedetomidine (cooperative sedation, minimal respiratory depression); ketamine (preserves drive, bronchodilates); low-dose remifentanil (titratable, blunts cough)Be patient. Titrate slowly – the enemy is apnoea/obstruction. Avoid stacking boluses – you may end up inadvertently down the intubation route.Topical anaesthesiaLidocaine – spray-as-you-go, nebulised, ± transtracheal; nasal co-phenylcaine for the nasal routeKeep total ≤ 9 mg/kg LBW across all routes; less in elderly/hepatic/cardiac impairment. Watch for LAST; have Intralipid 20% locatableAntisialogogueGlycopyrrolateDries the field → better topical contact and view; mind tachycardiaCough suppressionTopical/IV lidocaine; remifentanil—

Intubated / ventilated

  • Goal: deep, still, cough-free conditions through a secured airway.

PurposeAgentsNotesDeepen sedationPropofol ± opioid (fentanyl / remifentanil); midazolamBolus to deepen before instrumentation; anticipate hypotensionNeuromuscular blockadeRocuronium/ CisatracuriumAbolishes cough, breath-holding and breath-stacking, improves the view and limits barotrauma — ensure adequate sedation depth first (e.g. RASS -5)Cough / reflex attenuationLidocaine instilled via the scopeReduces reflex bronchoconstriction; still counts toward the lidocaine ceilingAntisialogogue (optional)GlycopyrrolateCleaner view

Rescue medications – always prepared

PurposeAgentsNotesHaemodynamicMetaraminol / ephedrine bolus; noradrenaline running; atropine for vagal bradycardiaSedation + vagal stimulation = a predictable BP/HR dip — worse with deep sedationBronchospasmSalbutamol (± ipratropium); ketamine adjunctCommon with airway instrumentationBleeding / haemostasisCold saline, topical adrenaline (e.g. 1:10,000), topical tranexamic acid; position bleeding side downPlan this before any biopsy/brushing

VENTILATOR SETTINGS

A scope in the lumen is a fixed obstruction. This increase in resistance impairs expiration and leads to auto-PEEP and intrinsic gas trapping, reduced tidal volumes, and increased airway pressures. Suctioning then de-recruits by removing PEEP and volume. Anticipate and address accordingly.

Before the scope goes in:

  • FiO₂ to 1.0 and pre-oxygenate/denitrogenate.
  • Pick your mode:
    • Volume control (commonly used)
      • guarantees minute ventilation, but peak/plateau pressures rise around the scope. Imperative to raise the high-pressure alarm limit so the breath isn’t truncated, and watch for barotrauma.
    • Pressure control
      • caps pressure (protects against barotrauma) but tidal volume falls around the scope. You will need to accept and anticipate hypoventilation and hypercapnia, and not be surprised by the volume drop.
  • Raise the high-pressure alarm limit (volume control) so the ventilator keeps delivering; widen low–tidal-volume/low–minute-volume alarms.
  • Consider a lower respiratory rate/longer expiratory time to give trapped gas time to escape and limit auto-PEEP.
  • Expect a leak around the scope – you may need to increase set tidal volume to compensate.

During bronchoscopy

  • Minimise suction time
    • each suction decreases PEEP and lung volume
    • prolonged suction can cause mucosal trauma
    • Intermittent, brief suctioning is preferred over continuous suctioning.
  • Assess the flow–time curve for gas trapping (expiratory flow not returning to zero) and the pressure waveform.
  • Re-recruit and restore PEEP/FiO₂ deliberately after withdrawal.

TEAMWORK & PREBRIEF

The prebrief/huddle

  • Indication & plan: what we’re looking for, what we’re sampling, how long we expect to take.
  • Roles (task allocation may vary according to local practice), named out loud:
    • Bronchoscopist – drives the scope, narrates findings, documents procedure note
    • Airway/ventilation lead – responsible for sedation, the ventilator and oxygenation, watches monitor, and calls the abort (e.g. intensivist / anaesthetist)
    • Assistant/nurse – suction, BAL instillation/aspiration, specimens, syringes
    • Runner & scribe – drugs, kit, documentation during procedure
  • Contingency/abort criteria, agreed in advance
    • desaturation threshold, sustained instability, significant bleeding, loss of airway
    • Explicitly outline a plan to withdraw, recruit and resuscitate.
  • “Any concerns before we start?”

Teamwork during bronchoscopy

  • Closed-loop communication for drugs and instructions
  • The airway lead signposts physiological parameters, helping the proceduralist maintain situational awareness.
  • Continuous monitoring: SpO₂, ETCO₂, ECG, BP, airway pressures/ waveforms.

After – debrief

  • Did samples get sent correctly? Any complications? What would we change next time?
  • A 60-second debrief is where most procedural learning (and most system fixes) occurs.

CLINICAL PEARLS & TRAPS

  • Lower side rails of bed prior to setting up bronchoscopy – accidentally trapping a bronchoscope cable when lowering side rails can be an expensive, damaging mistake!
  • Prepare the patient. Oxygenation reserve, coags and haemodynamics.
  • Decide awake vs intubated explicitly.
  • Anticipate auto-PEEP and de-recruitment; raise alarm limits, minimise suction, be ready to withdraw and reset.
  • Tally your lidocaine. Know your LAST signs and where the Intralipid is.
  • Vasopressor drawn up before sedation, every time.
  • Brief before, debrief after. Name the abort criteria before the scope goes in.

CONCLUSION

Patient preparation is vital for performing bronchoscopy safely in the ICU. Key considerations include:

  • Time out, consent, and patient monitoring
  • Patient and equipment positioning
  • Consideration of awake versus intubated & sedated bronchoscopy
  • Medications
  • Ventilator settings
  • Effective teamwork, including prebrief

LITFL

Journal articles and Guidelines

  • Du Rand IA, Blaikley J, Booton R, Chaudhuri N, Gupta V, Khalid S, Mandal S, Martin J, Mills J, Navani N, Rahman NM, Wrightson JM, Munavvar M; British Thoracic Society Bronchoscopy Guideline Group. British Thoracic Society guideline for diagnostic flexible bronchoscopy in adults: accredited by NICE. Thorax. 2013 Aug;68 Suppl 1:i1-i44. doi: 10.1136/thoraxjnl-2013-203618. PMID: 23860341.
  • Lemyze M, Marshall DC, Granier M, Laouki CE, Marzouk M, Mallat J. Ventilator settings for fiberoptic bronchoscopy during mechanical ventilation: a randomized adjudicator-blinded controlled trial VentSetFib. Crit Care. 2026 Jan 27;30(1):89. doi: 10.1186/s13054-026-05847-8. PMID: 41593766; PMCID: PMC12918189.
  • Strohleit D, Galetin T, Kosse N, Lopez-Pastorini A, Stoelben E. Guidelines on analgosedation, monitoring, and recovery time for flexible bronchoscopy: a systematic review. BMC Pulm Med. 2021 Jun 10;21(1):198. doi: 10.1186/s12890-021-01532-4. PMID: 34112130; PMCID: PMC8193886.
  • Wang M, Wang L, Zhou X, Ming W, Sheng C, Xu R, Wu Y, Chen Y, Zhang Y, Cao Y. High-flow nasal cannula oxygenation reduces desaturation risk during diagnostic flexible bronchoscopy under deep sedation: a randomized controlled trial. Front Med (Lausanne). 2026 Jan 8;12:1729660. doi: 10.3389/fmed.2025.1729660. PMID: 41585221; PMCID: PMC12823792.
  • World Health Organisation. WHO Guidelines for Safe Surgery 2009: Safe Surgery Saves Lives. Geneva: WHO; 2009. [website]

Principles & Protocols • LITFL • Medical Textbook

On Call: Principles & Protocols – Australasian & UK 4th Edition

Marshall and Ruedy’s On Call: Principles & Protocols, Australasian and UK 4th edition is a unique, practical, symptom-based, risk-stratified bedside handbook for ward calls. Written for junior doctors and senior medical students in Australasia and, for the first time, the UK, it offers a carefully structured approach to the initial assessment, investigation, differential diagnosis, and short-term management of the problems most often encountered after hours.

This fully revised edition introduces new authorship, new chapters, and updated evidence-based guidelines. Its succinct, problem-solving format makes clinical reasoning at the bedside fast, efficient, and effective.

Structure at a glance
  • General principles – Overview of the professional, organisational, ethical and social traits required of the junior doctor on call
  • Emergency calls – Risk-stratified approach to life-threatening airway, breathing, circulation, neurological disability and environment factors (ABCDE)
  • Common calls – Symptom-based chapters covering shortness of breath, chest pain, seizures, febrile illness, postoperative problems, and more.
  • Investigations – How to interpret an ECG, common imaging, acid base, electrolyte and haematological tests.
  • Practical procedures – 18 essential skills ranging from venous cannulation and ultrasound to chest drains, lumbar puncture and defibrillation.
  • Formulary – Quick reference for the indications, actions, adverse effects, cautions, doses and routes of administration for the drugs most often prescribed on call.
  • Laboratory tests – Normal values for all the common tests.

What’s new in the 4th edition

This edition introduces Associate Professor Viet Tran, an experienced emergency physician, educator, and author of Doctorswriting.com joins Anthony Brown, Mike Cadogan and Tony Celenza. Two UK specialists have been enlisted to ensure alignment with current UK practice, as this is the first edition explicitly written for both Australasia and the UK.

Updated Evidence and New Conditions

The book has been systematically updated against the latest guidelines, including cardiac arrest protocols, diabetic ketoacidosis, metabolic and renal disorders. New and emerging conditions are incorporated, such as:

  • Arginine vasopressin disorder (formerly diabetes insipidus)
  • Euglycaemic DKA
  • Idiopathic intracranial hypertension (IIH)
  • Posterior reversible encephalopathy syndrome (PRES)
  • Pneumocystis jirovecii pneumonia
  • Blood transfusion complications (TRALI, TACO)
  • ACE inhibitor–related angioedema
New chapters
  • General Principles: Professionalism and teamwork; Transferring the unwell patient; Junior doctors’ health and wellbeing. Major revision of Ethical and legal considerations.
  • Common Calls: Collapse including syncope; Falls; Postoperative ward calls.
  • Investigations: Arterial and venous blood gases.
  • Practical Procedures: Basic ultrasound and difficult peripheral cannulation. Major revision of chest drain insertion and removal.
  • Formulary: Expanded to ten new subsections with over 135 new drugs, including gliflozins, semaglutide (Ozempic), and updated anticoagulant reversal.
Access and discount

On Call: Principles & Protocols, Australasian and UK 4th edition is available via Elsevier Australasia and Elsevier UK. In the UK educators can request an inspection copy from Elsevier UK

Online discount options
Australia and New Zealand

MBBS, BSc (hons) Global and Public Health, Queen Mary University of London. Currently working as a Resident Medical Officer in Sir Charles Gairdner Hospital, Australia. Interests in Radiology, medical education and global public health.

BMedSci (Pharm) MB ChB, Edinburgh University. Emergency and Internal Medicine training.  Interested in neuropharmacology and electrophysiology

BA, BM BCh University of Oxford, PgCert (Medical Education)University of Dundee. Aspiring medical physician with a particular interest in respiratory medicine, public health and medical education

Haemoptysis • LITFL • CCC Respiratory

OVERVIEW

Haemoptysis is the expectoration of blood from the respiratory tract (below the cords).

  • The spectrum varies from minor blood-streaked sputum to life-threatening haemorrhage
  • There is no universal definition of massive or life-threatening hemorrhage 

“Life-threatening” haemoptysis (the main focus of this CCC entry) in practical terms is:

  • Any bleeding causing respiratory failure, airway obstruction, or haemodynamic compromise
  • Often >500 mL/24 h or >100 mL/h, but clinical impact is more important than volume
  • The key life threat is asphyxiation from “airway flooding”, not exsanguination.

Haemoptysis must be distinguished from “pseudo-haemoptysis”, the expectoration of blood originating from sources other than the respiratory tract (i.e. nasopharynx, oropharynx, larynx, or gastrointestinal tract).

DEFINITIONS

Volume‑based definitions (traditional)

  • Historically defined by the amount of blood expectorated over time:
    • >200–1000 mL over 24 hours in older literature
  • Common contemporary thresholds:
    • >500 mL in 24 hours
    • >100 mL/hour 
  • Limitations
    • Blood volume is difficult to estimate accurately
    • Does not account for patient reserve or physiological impact

Physiological definition — preferred for clinical relevance

  • Massive haemoptysis is any bleeding that causes life‑threatening consequences, including:
    • Airway obstruction
    • Hypoxaemia or respiratory failure
    • Haemodynamic instability 
  • The adult airway holds only ~150 mL so relatively small volumes can be fatal due to airway flooding and asphyxiation 

CAUSE

Common causes

  • Infectious
    • Tuberculosis (global leading cause)
    • Necrotising pneumonia, lung abscess
    • Aspergilloma/mycetoma
  • Structural lung disease
    • Bronchiectasis
    • Cystic fibrosis
  • Malignancy
    • Bronchogenic carcinoma (esp. squamous)
    • Endobronchial tumours
  • Vascular
  • Autoimmune
  • Cardiac
    • Mitral stenosis
    • Pulmonary oedema
  • Iatrogenic
    • Bronchoscopy, biopsy, pulmonary artery catheter
  • Drugs/toxins
    • Anticoagulants, antiplatelets
    • Cocaine, bevacizumab
  • Bleeding disorders
    • Thrombocytopaemia
    • DIC
    • Factor deficiencies
  • Cryptogenic

PATHOGENESIS

Dual pulmonary circulation:

  • Pulmonary arteries: low-pressure (12–16 mmHg)
  • Bronchial arteries: systemic pressure ~100 mmHg

Bleeding source in life-threathening haemoptysis

  • Bronchial arteries ~90% 
  • Non-bronchial systemic collaterals ~5%
  • Pulmonary arteries ~5%

Mechanisms

  • Chronic inflammation results in bronchial artery hypertrophy and tortuosity
  • Angiogenesis (VEGF) produces fragile neovessels prone to rupture
  • Bronchopulmonary anastomoses enlarge causing high-pressure bleeding

Consequences

  • Airway flooding
    • hypoxaemia and asphyxiation (leading cause of death)
    • Ventilation/perfusion mismatch
  • Aspiration to contralateral lung
  • Haemodynamic collapse (less common)

Complications

  • Respiratory failure (common, major cause of death)
  • Mortality
    • 9–38% (for life-threatening haemoptysis)
  • Rebleeding after embolisation

CLINICAL ASSESSMENT

History

  • Symptoms
    • Cough with blood (universal)
    • Dyspnoea (variable; more common if large volume)
    • Fever (infection)
    • Weight loss (malignancy, chronic infection)
  • Key features
    • Volume and rate of bleeding (mL/h)
    • Ability to clear airway (critical)
    • Sentinel bleeding episodes (common in malignancy ~80%)
  • Ask specifically:
    • TB exposure, prior lung disease
    • Immunosuppression
    • Anticoagulants/ antiplatelets or other bleeding diathesis
    • Other bleeding sites/ problems
    • Autoimmune symptoms (rash, renal disease)
    • Rule out pseudohaemoptysis (epistaxis, haematemesis)
    • Recent lung procedures

EXAMINATION

  • Vital signs
    • Hypoxaemia (frequent in severe cases)
    • Tachycardia, hypotension (advanced)
  • Respiratory
    • Reduced breath sounds (localised disease)
    • Crackles or consolidation (infection)
  • Signs of cause
    • Clubbing (chronic lung disease)
    • Cachexia (malignancy)
    • Rash/purpura (vasculitis)

INVESTIGATIONS

Bedside tests

  • ECG
    • Hypoxia-related changes, arrhythmia
  • Blood gas
    • Hypoxaemia ± hypercapnia (severe cases)
  • Blood glucose
  • Spirometry
  • POCUS

Laboratory tests

  • FBC
    • Anaemia (severity), thrombocytopenia
  • Coagulation profile
  • Crossmatch
  • U&E, LFTs
  • Autoimmune screen (if DAH suspected)
  • Microbiology (sputum, TB testing)
  • TEG/ ROTEM if available

Imaging

  • CXR
    • Localises bleeding in ~46%
    • Identifies cause ~35%
  • CT chest (contrast / CT angiography)
    • Localisation: 70–88%
    • Aetiology: 86% – better than bronchoscopy (Chalumeau-Lemoine et al, 2013)
    • Defines vascular anatomy for embolisation
    • Best to perform earlier as ongoing bleeding may obscure pathological site and aetiological features
  • MRI

Other

  • Bronchoscopy
    • Localization similar to CT (~70%)
    • Aetiology: 70% – worse than CT chest (Chalumeau-Lemoine et al, 2013)
    • May be essential for airway clearance and bleeding control
    • Often not required in patients maintaining a patent and protected airway and a causative lesion identified on CT chest
  • Angiography
    • Diagnostic + therapeutic (BAE)

MANAGEMENT

Resuscitation

  • Coordinated team-based approach to resuscitation in a suitably equipped setting to address the following life threats:
    • Airway obstruction from blood
      • intubate with ETT ≥8.0 mm (to facilitate bronchoscopy) if:
        • Ineffective cough, severe respiratory distress, worsening respiratory failure, or to facilitate diagnostics/ interventions (e.g. Ct scan / procedures)
        • Avoid intubation if possible (e.g. effective cough, able to protect airway, and patient able to oxygenate and ventilate safely)
        • Anticipate difficulty due to blood obscuring laryngoscopic view
      • Use suction and bronchoscopy (perform awake and unintubated if possible)
      • Hypoxaemia / respiratory failure
        • If SpO₂
        • If severe/ refractory consider intubation and mechanical ventilation
      • V-V ECMO if other oxygenation strategies fail
    • Aspiration to contralateral lung
      • position bleeding side down If bleeding side known
    • Inadequate ventilation due to airway flooding
      • Consider selective mainstem intubation or bronchial blocker
      • V-V ECMO if other ventilation strategies fail
    • Ongoing haemorrhage
      • If active bleeding then perform urgent bronchoscopy ± embolisation
    • Coagulopathy
      • target INR >1.5, platelets >50, fibrinogen >1.5, treat hypocalcaemia
      • consider DDAVP for uraemia and other anticoagulant reversal agents.

SPECIFIC THERAPY

  • Bronchoscopy (first-line temporising)
    • Topical adrenaline (epinephrine) (various regimens described)
      • Use adrenaline 1:10,000 (100 mcg/mL)
      • Instill 1–2 mL aliquots directly onto the bleeding segment
      • Maximum total dose 6 mL (600 mcg) initially
      • Monitor ECG and blood pressure continuously
    • Balloon tamponade / bronchial blockers
    • Cold saline lavage (50 mL aliquots)
  • Tranexamic acid
    • IV: 1 g every 8 h
    • Nebulised: 500 mg 8–12 hourly
      • Effective in an RCT of patients with “non-massive” haemoptysis (wand et al, 2018)
    • Endobronchial administration has also been described (500 mg in 15 mL saline) (Marquez-Martin et al, 2010)
  • Bronchial artery embolisation (BAE)
    • First-line definitive therapy
    • Success: 70–99%
      • Less effective for large central masses fed by multiple vascular territories
    • Recurrence: 9–57%
      • Repeat BAE can still be successful
      • Risk factors for recurrence after BAE (Davidson & Shojaee, 2020):
        • aspergillomas, tuberculosis, bronchiectasis, and non-bronchial systemic collateral circulation, and bronchopulmonary shunting.
  • Endobronchial therapies
    • Argon plasma coagulation
    • Laser (avoid if FiO₂ >0.4)
    • Stents, glue, spigots
  • Surgery (selected cases)
    • Indications:
      • Failed BAE
      • Recurrent bleeding
      • Localised disease (e.g. aspergilloma)
    • Mortality:
      • Emergent ~35–40%
      • Elective markedly lower

SUPPORTIVE CARE AND MONITORING

  • FASTHUGSINBED Please
    • Withhold chemical thromboprophylaxis if bleeding
    • Nurse bleeding side down

SEEK & TREAT COMPLICATIONS

  • Rebleeding
  • Aspiration pneumonia
  • Respiratory failure
    • Escalate ventilatory support
  • BAE complications
    • Chest pain (common 1.4–34%)
    • Spinal cord ischaemia (
  • Anaemia

DISPOSITION

  • ICU admission
    • All life-threatening haemoptysis
    • High risk patients
      • Worsening respiratory failure
      • Poor physiological reserve due to underlying disease
      • Large volumes of blood
      • Concerning CT (e.g. consistent with large volumes of blood in lung and/or high risk pathology such as an eroding malignancy or infection)
      • Rapid progression
  • HDU / ward
  • Consult:
    • Respiratory
    • Interventional radiology (urgent)
    • Thoracic surgery
  • Consider transfer to tertiary centre if embolisation unavailable

MNEMONIC APPROACH / CHECKLIST

A–B–C–D–E

  • Airway, Block it, Clot it, Deal with it, Everything else

A — ASSESS THE AIRWAY

  • Airway aspiration
  • Artificial airway (intubation):
    • Endotracheal intubation
    • Mainstem bronchus intubation
    • Double lumen intubation
  • Anaesthesia consult

B — BLOCK THE BLOOD

  • Bad side down (lateral decubitus)
  • Bronchoscopy
  • Bronchial blocker

C — CAUSE A CLOT

  • Compression (tamponade, wedge)
  • Cold (ice cold saline)
  • vasoConstriction (e.g. adrenaline)
  • Coagulants (thrombin, fibrin, tranexamic acid)
  • Cautery (electrocautery / APC / laser)

D — DEFINITIVE THERAPY

  • Interventional radiology consult (bronchial artery embolisation)
  • Surgery consult
  • Rigid bronchoscopy

E — EVERYTHING ELSE

  • Eye on the patient (vital sign review, volume resuscitation)
  • Evaluate labs (ABG, Urea / BUN, CBC, Coagulation profile, Group & crossmatch)
  • Ensure coagulation:
    • Medication review
    • Correct coagulopathies

PROGNOSIS

  • Overall mortality ~9–38% for life-threatening haemoptysis
  • Favourable factors:
    • Rapid bleeding control
    • Localised disease amenable to therapy
  • Poor prognostic factors:
    • Need for mechanical ventilation
    • Multilobar disease
    • Pulmonary artery involvement
    • Malignancy, aspergillosis
  • Recurrence is common – up to 60% after BAE

CONCLUSION

Life-threatening haemoptysis is primarily lethal due to airway obstruction and hypoxaemia

  • Bronchial arterial bleeding accounts for ~90% of cases

Management priorities:

  • Secure airway and isolate bleeding lung (e.g. bronchial blocker)
  • Localise source (CT and/or bronchoscopy)
  • Control bleeding (BAE first-line)
  • Anticipate rebleeding, which is common and requires definitive management (e.g. BAE, endobronchial therapies, and/or surgery)

REFERENCES

LITFL

Journal articles

  1. Chalumeau-Lemoine L, Khalil A, Prigent H, Carette MF, Fartoukh M, Parrot A. Impact of multidetector CT-angiography on the emergency management of severe hemoptysis. Eur J Radiol. 2013 Nov;82(11):e742-7. doi: 10.1016/j.ejrad.2013.07.009. Epub 2013 Aug 6. PMID: 23932395.
  2. Charya AV, et al. Management of life-threatening hemoptysis in the ICU. J Thorac Dis. 2021;13(8):5139-5158. PMID: 34527355
  3. Davidson K, Shojaee S. Managing massive hemoptysis. Chest. 2020;157(1):77-88. PMID: 31374211
  4. Kathuria H, Hollingsworth HM, Vilvendhan R, Reardon C. Management of life-threatening hemoptysis. J Intensive Care. 2020 Apr 5;8:23. doi: 10.1186/s40560-020-00441-8. PMID: 32280479; PMCID: PMC7132983.
  5. Márquez-Martín E, Vergara DG, Martín-Juan J, Flacón AR, Lopez-Campos JL, Rodríguez-Panadero F. Endobronchial administration of tranexamic Acid for controlling pulmonary bleeding: a pilot study. J Bronchology Interv Pulmonol. 2010 Apr;17(2):122-5. doi: 10.1097/LBR.0b013e3181dc8c17. PMID: 23168726.
  6. Wand O, Guber E, Guber A, Epstein Shochet G, Israeli-Shani L, Shitrit D. Inhaled Tranexamic Acid for Hemoptysis Treatment: A Randomized Controlled Trial. Chest. 2018 Dec;154(6):1379-1384. doi: 10.1016/j.chest.2018.09.026. Epub 2018 Oct 12. PMID: 30321510.

FOAM and web resources

Chris is an Intensivist and ECMO specialist at The Alfred ICU, where he is Deputy Director (Education). He is a Clinical Adjunct Associate Professor at Monash University, the Lead for the  Clinician Educator Incubator programme, and a CICM First Part Examiner.

He is an internationally recognised Clinician Educator with a passion for helping clinicians learn and for improving the clinical performance of individuals and collectives. He was one of the founders of the FOAM movement (Free Open-Access Medical education) has been recognised for his contributions to education with awards from ANZICS, ANZAHPE, and ACEM.

His one great achievement is being the father of three amazing children.

On Bluesky, he is @precordialthump.bsky.social and on the site that Elon has screwed up, he is @precordialthump.

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Carpal Tunnel Syndrome signs • LITFL • Eponymictionary

Carpal tunnel syndrome (CTS) is synonymous with multiple eponymous and semi-eponymous clinical signs. The best known are the Hoffmann–Tinel sign and Phalen test, both intended to reproduce paraesthesia in the median nerve distribution. Later tests, including Gilliatt–Wilson’s pneumatic tourniquet test, Durkan’s carpal compression test, and the pressure provocative test, demonstrate mechanical or ischaemic provocation of median nerve symptoms.

Modern diagnosis has moved away from isolated bedside signs toward pattern recognition. Individual tests vary by technique, force, duration, reference standard, and disease severity and none should be used alone. Symptom localisation tools include the Katz–Stirrat hand diagram and Boston / Levine questionnaire. Prediction rules such as the Wainner clinical prediction rule and CTS-6 combine symptoms, examination findings, and severity markers.

History of signs and tests in carpal tunnel syndrome

Carpal tunnel syndrome as a clinical entity

1854 – Sir James Paget (1814–1899) described two cases of median nerve compression at the wrist. The first followed constriction at the wrist by a tight cord and the second followed fracture of the distal radius with excessive new bone formation and compression of the median nerve. Paget did not define carpal tunnel syndrome but recognised the pathological effect of pressure on the median nerve at the wrist, and the clinical improvement when that pressure was relieved.

1880 – James Jackson Putnam (1846–1918) described recurrent nocturnal and early-morning paraesthesia, pain, numbness, and weakness of the hands (Putnam’s Acroparesthesia). Many patients described with acroparesthesia would now likely be recognised as having idiopathic carpal tunnel syndrome.

1911–1914 – James Ramsay Hunt (1872–1937) described thenar and hypothenar neural atrophy, emphasising wasting of the small hand muscles. He attributed thenar wasting to compression or neuritis of the median thenar branch near the anterior annular ligament and separated this motor syndrome from the sensory acroparesthesia tradition.

1912–1913 – Pierre Marie (1853–1940) and Charles Foix (1882–1927) analysed isolated non-progressive atrophy of the small hand muscles. They reported a case of isolated thenar atrophy due to median nerve pathology at the anterior annular ligament of the carpus. They suggested that early division of the anterior annular ligament could prevent progression.

1947 – W. Russell Brain (1895–1966), A. Dickson Wright, and Marcia Wilkinson demonstrated that spontaneous median nerve compression in the carpal tunnel could produce both median-distribution sensory symptoms and partial thenar atrophy. They reported six surgically treated cases in which division of the transverse carpal ligament produced rapid relief of pain and tingling.

1950–1966 – George S. Phalen (1911–1998) popularised the modern clinical understanding of carpal tunnel syndrome through large clinical series. He clarified the anatomy, diagnosis, and treatment by corticosteroid injection or carpal tunnel release. His publications made CTS widely recognisable in clinical practice.

Provocative signs in carpal tunnel syndrome

Provocative signs attempt to reproduce median nerve symptoms by percussion over the nerve, sustained wrist flexion, wrist extension, or direct carpal tunnel compression. Diagnostic performance varies as technique, force, duration, reference standard, and disease severity differ across studies.

1915 – Paul Hoffmann (1884–1962) and Jules Tinel (1879–1952) independently described mechanically induced distal tingling in injured peripheral nerves during the First World War. Hoffmann emphasised light percussion over a regenerating nerve whilst Tinel described pressure over an injured nerve trunk producing distal formication. In CTS, the Hoffmann-Tinel sign is used to test median nerve compression. It is positive when light tapping or percussion over the median nerve at the wrist reproduces radiating paraesthesia in the median nerve distribution.

1948 – George S. Phalen (1911–1998) introduced the wrist-flexion test in the late 1940s. The Phalen test asks the patient to allow both wrists to fall into complete flexion, for 30–60 seconds. Reproduction or worsening of median-distribution numbness or paraesthesia is positive. The commonly illustrated dorsum-to-dorsum version is a later modified Phalen variant, not Phalen’s original description.

Phalen test variants.
A. Classic Phalen wrist-flexion test: forearms vertical, wrists allowed to fall freely into flexion, hands not touching.
B. Modified Phalen test: dorsal surfaces of the hands placed together to maintain bilateral wrist flexion.
C. Reverse Phalen / Wormser test: palms together with wrists extended.

1950 – Peter Wormser discussed wrist dorsiflexion as a provocative factor in CTS. Later, the reverse Phalen manoeuvre was formalised as sustained wrist and finger extension, with the palms together in a “prayer” position. The test provokes symptoms by wrist extension rather than flexion. Experimental pressure studies suggest wrist extension can increase carpal tunnel pressure substantially, but diagnostic performance remains modest.

1953 Roger W. Gilliatt and T. Grahame Wilson described a pneumatic-tourniquet test for CTS. A cuff was inflated around the arm above the elbow to arrest circulation. In affected patients, intense paraesthesia or early sensory loss appeared preferentially in the median nerve distribution. They found altered ischaemic paraesthesia in 13/35 suspected cases, especially in patients with frequent severe nocturnal symptoms. The test supported the concept that acroparaesthesia could result from median nerve compression at the carpal tunnel, but it is now mainly of historical interest.

1991 – John A. Durkan introduced the carpal compression test, applying direct pressure over the carpal tunnel and underlying median nerve for up to 30 seconds. A positive test reproduces numbness, pain, or paraesthesia in the distal median nerve distribution. Durkan reported higher sensitivity and specificity than Phalen and Tinel in his original study. In 1994, Durkan introduced the Durkan CTS gauge to standardise the pressure applied during testing.

Left: Carpal tunnel compression test compression of median nerve
Right: Durkan pressure gauge. Durkan 1994

1992 – Tara M. Williams et al verified the pressure provocative test as a direct median nerve compression manoeuvre. Direct thumb pressure was applied over the median nerve at the wrist while a sphygmomanometer was used to standardise pressure at 100 or 150 mmHg. In their study of 30 CTS patients and 30 controls, the high-pressure test had sensitivity 100%, specificity 97%, and a mean symptom onset time of 9 seconds, faster than Phalen’s test at 30 seconds.

Symptom localisation and history tools

These tools document where symptoms occur, how patients relieve them, and how CTS affects daily function.

1984 – William E.M. Pryse-Phillips described and validated the flick sign as a history feature in carpal tunnel syndrome. The sign is positive when the patient reports or demonstrates shaking or flicking the hand to relieve nocturnal or activity-related paraesthesia. Pryse-Phillips reported that the flick sign predicted electrodiagnostic abnormality in 93% of cases, with a false-positive rate

1990 – Jeffrey N. Katz and Craig R. Stirrat developed the self-administered Katz–Stirrat hand diagram to improve symptom localisation in patients with upper-limb paraesthesia. Patients mark the distribution of pain, numbness, tingling, or altered sensation on palmar and dorsal hand diagrams. The patterns are classified as classic, probable, possible, or unlikely CTS. Katz reported that a classic or probable diagram had sensitivity 0.64, specificity 0.73, and positive predictive value 0.58 against nerve conduction diagnosis.

Katz–Stirrat hand diagram. Example of classic CTS symptom mapping, with symptoms predominantly in the median nerve distribution.

1993 – David W. Levine et al developed a self-administered questionnaire to assess symptom severity and functional status in CTS. The Boston Carpal Tunnel Questionnaire (BCTQ) or Levine questionnaire, has two main components, a Symptom Severity Scale and Functional Status Scale. The patient-reported severity and outcome measure is often used in CTS research, treatment trials, and postoperative follow-up.

Sensory and motor assessment

Sensory and motor tests document impairment rather than provoke symptoms. They are most useful for severity grading, treatment planning, and recovery tracking.

1952 / 1960 – Josephine Semmes (1916–1998) and Sidney Weinstein (1922–2010) developed calibrated nylon monofilaments to quantify cutaneous pressure thresholds, The Semmes–Weinstein monofilament examination was used to study somatosensory loss after penetrating brain injury. The method later became widely used in peripheral nerve assessment, including Hansen disease, diabetic neuropathy, and entrapment neuropathies. In CTS, Semmes–Weinstein testing documents altered sensory threshold in the median nerve distribution, but it is not a diagnostic sign. In 1993 Weinstein introduced the Weinstein Enhanced Sensory Test (WEST) aimed at improving standardisation, calibration, and clinical usability.

1986 – Adalbert Ibrahim Kapandji (1928-2019) described a clinical test of thumb apposition and opposition. The Kapandji opposition score grades true thumb opposition from 1–10, following the thumb tip from the radial side of the index finger, across the finger pulps, along the little finger, and finally to the distal palmar crease. In CTS the score is relevant as a functional assessment of thenar motor impairment and postoperative recovery. However it is not specific for CTS and should not be treated as a diagnostic test.

Kapandji opposition score 1986

Static two-point discrimination tests the minimum distance at which two points applied to the fingertip are perceived as separate. In CTS it is used to document sensory impairment, especially in more advanced median nerve dysfunction. However, it is relatively insensitive for early CTS and technique-dependent. Buch-Jaeger used >6 mm at the index pulp as abnormal in their CTS clinical-sign study, but found low sensitivity.

Vibration testing ranges from bedside tuning-fork comparison to quantitative vibrometry. In CTS it assesses large-fibre sensory dysfunction and can document impaired median nerve function. Szabo et al. evaluated vibrometry, 256-Hz vibration, Semmes–Weinstein monofilaments, and two-point discrimination in CTS and distinguished threshold tests from innervation-density testing. Recent work using multi-frequency vibrometry found increased vibration perception thresholds across multiple frequencies in CTS patients compared with controls.

Thumb abduction strength testing. Weakness of thumb abduction reflects dysfunction of the abductor pollicis brevis, supplied by the recurrent motor branch of the median nerve. It is more likely in moderate to severe or longstanding CTS than in early disease. D’Arcy and McGee found thumb abduction strength testing more useful than many traditional provocative signs in distinguishing electrodiagnostically confirmed CTS, although normal strength does not exclude CTS.

Functional outcome measures

Functional outcome measures assess how CTS affects hand performance and impacts on daily life. These measures are useful for recording baseline severity, treatment response, and postoperative follow-up, not as stand-alone diagnostic tests.

1954 – Charles O. Bechtol described grip testing with a dynamometer with adjustable handle spacing, providing a reproducible way to quantify hand grip strength. He developed the JAMAR hydraulic dynamometer with the assiatnce of physical therapist Hyman Jampol (JAM), professor of engineering Morris Asimow (A), and prosthetics machinist Robert Reiss (R). In CTS, grip strength is useful for documenting functional impairment and recovery after treatment, but is not a diagnostic test for CTS.

Jamar hydraulic dynamometer 1954

1958 – Erik Moberg (1905–1993) published the Moberg pick-up test to assess functional sensibility by timing how quickly a patient picks up small objects, with vision and then without vision. Patients with CTS and median nerve sensory loss may suffer impaired tactile gnosis, object manipulation, and fine hand function.

Figure 1: Hand with normal tactile gnosis.
Figure 2: If sensibility in the median nerve region is impaired, the subject grasps an object with the thumb, together with the ring and little fingers. If the median nerve lacks tactile gnosis it cannot localise or identify objects. This area is “blind” Moberg pick-up test 1958

Prediction rules / modern synthesis

Prediction rules combine key symptoms and physical findings into a weighted score. They recognise that CTS is best diagnosed by a pattern of findings, not by a single positive Tinel, Phalen, or compression test.

1994 – Patrick Radecki described the square wrist ratio index as an anthropometric risk marker for CTS. A wrist ratio ≥0.7 was associated with median nerve abnormality in 79% of women and 87% of men in Radecki’s cohort. Included in Wainner’s clinical prediction rule.

2005 – Robert S. Wainner and colleagues developed the Wainner clinical prediction rule, a five-item clinical prediction rule for CTS. The five items include shaking the hand for symptom relief, square wrist ratio index >0.67, Symptom Severity Scale score >1.9, reduced median sensory field of the thumb, and age >45 years. With all five items positive, the likelihood ratio was 18.3 and when four were positive, the likelihood ratio was 4.6.

2008 – Brent Graham and colleagues developed the CTS-6, weighted clinical diagnostic criteria for CTS. The six clinical features include numbness predominantly in the median nerve distribution, nocturnal numbness, thenar weakness or atrophy, positive Phalen test, positive Tinel sign, and loss of two-point discrimination. It gives a weighted score rather than relying on any one sign alone.

2024 – The American Academy of Orthopaedic Surgeons updated its Management of Carpal Tunnel Syndrome clinical practice guideline in 2024. The guideline supports use of CTS-6 as a diagnostic tool and places structured clinical assessment ahead of routine ultrasound or electrodiagnostic testing in typical adult CTS presentations. Ultrasound or nerve conduction studies remain useful when diagnosis is uncertain, presentation is atypical, severity grading is needed, or preoperative clarification is required.

Summary

CategoryTests / toolsBest useProvocative symptomsHoffmann–Tinel, Phalen, reverse Phalen, Gilliatt–Wilson, Durkan, pressure provocative testReproduce median nerve symptomsSymptom localisationKatz–Stirrat hand diagramMap symptom distributionHistory clueFlick signRelief by shaking/flicking handSensory impairmentSemmes–Weinstein, two-point discrimination, vibrationDocument sensory lossMotor / functional impairmentThumb abduction, Kapandji opposition, Moberg pick-up, Jamar gripGrade severity and recoveryPatient-reported outcomeBoston / Levine questionnaireSymptom and function scoringPrediction toolsWainner CPR, CTS-6Structured clinical diagnosis

Associated Persons
References

Historical

  • Putnam JJ. A series of cases of paresthesia, mainly of the hands, of periodical recurrence, and possibly of vaso-motor origin. Archives of Medicine (New York). 1880; 4: 147–162.
  • Hunt, J.R. The thenar and hypothenar types of neural atrophy of the hand. Am J Med Sci. 1911; 141:224-241
  • Hoffmann P. Über eine Methode, den Erfolg einer Nervennaht zu beurteilen. [Using a method to assess the success of a nerve attack] Medizinische Klinik, 1915; 11: 359-360
  • Hoffmann P. Weiteres über das Verhalten frisch regenerierter Nerven und über eine Methode, den Erfolg einer Nervennaht frühzeitig zu beurteilen. Medizinische Klinik. 1915; 11: 856-858.
  • Tinel J. Le signe du ‘fourmillement’ dans les lésions des nerfs périphériques. La Presse Médicale. 1915; 47: 388–389. [English translation: Kaplan EB The “tingling” sign in peripheral nerve lesions. 1972 [PDF]]
  • Brain WR, Wright AD, Wilkinson M. Spontaneous compression of both median nerves in the carpal tunnel; six cases treated surgically. Lancet. 1947 Mar 8;1(6443-6445):277-82. 
  • Gilliatt RW, Wilson TG. A pneumatic-tourniquet test in the carpal-tunnel syndrome. Lancet. 1953 Sep 19;265(6786):595-7. 
  • Bechtol CO. Grip test; the use of a dynamometer with adjustable handle spacings. J Bone Joint Surg Am. 1954 Jul;36-A(4):820-4
  • Moberg E. Objective methods for determining the functional value of sensibility in the hand. J Bone Joint Surg Br. 1958 Aug;40-B(3):454-76.
  • Phalen GS. The carpal-tunnel syndrome. Seventeen years’ experience in diagnosis and treatment of six hundred fifty-four hands. J Bone Joint Surg Am. 1966;48(2):211-228.
  • Pryse-Phillips WE. Validation of a diagnostic sign in carpal tunnel syndrome. J Neurol Neurosurg Psychiatry. 1984 Aug;47(8):870-2
  • Kapandji A. Cotation clinique de l’opposition et de la contre-opposition du pouce [Clinical test of apposition and counter-apposition of the thumb]. Ann Chir Main. 1986;5(1):67-73.
  • Katz JN, Stirrat CR. A self-administered hand diagram for the diagnosis of carpal tunnel syndrome. J Hand Surg Am. 1990 Mar;15(2):360-3
  • Durkan JA. A new diagnostic test for carpal tunnel syndrome. J Bone Joint Surg Am. 1991 Apr;73(4):535-8. Erratum in: J Bone Joint Surg Am 1992 Feb;74(2):311.
  • Williams TM, Mackinnon SE, Novak CB, McCabe S, Kelly L. Verification of the pressure provocative test in carpal tunnel syndrome. Ann Plast Surg. 1992 Jul;29(1):8-11.
  • Levine DW, Simmons BP, Koris MJ, Daltroy LH, Hohl GG, Fossel AH, Katz JN. A self-administered questionnaire for the assessment of severity of symptoms and functional status in carpal tunnel syndrome. J Bone Joint Surg Am. 1993 Nov;75(11):1585-92
  • Radecki P. A gender specific wrist ratio and the likelihood of a median nerve abnormality at the carpal tunnel. Am J Phys Med Rehabil. 1994 Jun;73(3):157-62.
  • Wainner RS, Fritz JM, Irrgang JJ, Delitto A, Allison S, Boninger ML. Development of a clinical prediction rule for the diagnosis of carpal tunnel syndrome. Arch Phys Med Rehabil. 2005 Apr;86(4):609-18.
  • Graham B. The value added by electrodiagnostic testing in the diagnosis of carpal tunnel syndrome. J Bone Joint Surg Am. 2008 Dec;90(12):2587-93.

Reviews

  • Buch-Jaeger N, Foucher G. Correlation of clinical signs with nerve conduction tests in the diagnosis of carpal tunnel syndrome. J Hand Surg Br. 1994 Dec;19(6):720-4
  • Szabo RM, Slater RR Jr, Farver TB, Stanton DB, Sharman WK. The value of diagnostic testing in carpal tunnel syndrome. J Hand Surg Am. 1999 Jul;24(4):704-14.
  • D’Arcy CA, McGee S. The rational clinical examination. Does this patient have carpal tunnel syndrome? JAMA. 2000 Jun 21;283(23):3110-7.
  • Paget J. The first description of carpal tunnel syndrome. J Hand Surg Eur Vol. 2007 Apr;32(2):195-7.
  • Westerman D, Kerkhoff H, Visser GH, Kleyweg RP. Interobserver agreement in case history evaluation in carpal tunnel syndrome. J Clin Neuromuscul Dis. 2012 Jun;13(4):196-200
  • McGee S. Evidence-Based Physical Diagnosis. 4e. 2017: 1196
  • Genova A, Dix O, Saefan A, Thakur M, Hassan A. Carpal Tunnel Syndrome: A Review of Literature. Cureus. 2020 Mar 19;12(3):e7333.
  • Kuschner SH, Lane C, Williams E. Comments on the Article “Grip Strength Measurement for Outcome Assessment in Common Hand Surgeries”: To the Editor. Clin Orthop Surg. 2022 Sep;14(3):474-475.
  • Shapiro LM, Kamal RN; Management of Carpal Tunnel Syndrome Work Group; American Academy of Orthopaedic Surgeons. American Academy of Orthopaedic Surgeons/ASSH Clinical Practice Guideline Summary Management of Carpal Tunnel Syndrome. J Am Acad Orthop Surg. 2025 Apr 1;33(7):e356-e366.

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Hoffmann-Tinel sign • LITFL • Medical Eponym Library

Hoffmann–Tinel sign is radiating paraesthesia or tingling in the distal sensory distribution of a peripheral nerve, elicited by mechanical stimulation over the nerve more proximally. The sign is used to localise peripheral nerve irritation, compression, injury, neuroma, or regeneration.

The sign is most commonly called Tinel sign, especially in modern English-language clinical teaching. The historically fuller term Hoffmann–Tinel sign is preferable when discussing the original 1915 descriptions, as Paul Hoffmann and Jules Tinel independently described the phenomenon during the First World War. Hoffmann described a method based chiefly on light percussion of the regenerating nerve, while Tinel described pressure over the injured nerve trunk producing distal formication.

A positive sign requires radiating tingling, pins-and-needles, or electric-like paraesthesia in the cutaneous territory of the nerve being examined. Local tenderness, local pain, or the patient simply saying “I feel that” is not a positive test. In regenerating nerves, the most useful finding is not the presence of tingling alone, but whether the point of elicited paraesthesia progresses distally over time.

Hoffmann–Tinel test variants

The modern “Tinel sign” is not a single standardised manoeuvre. Historical descriptions and modern clinical practice include pressure, percussion, tapping, repeated tapping, and preload techniques.

TermMethodCommentHoffmann sign
1915Light percussion with the examiner’s extended finger over the regenerating or injured nerveClosest to most modern “tap over the nerve” descriptions. Hoffmann emphasised that only light percussive pressure should be applied.Tinel sign
1915Pressure over the injured nerve trunk. Percussion if callus present.Tinel distinguished distal formication from local pain and used distal progression to assess regeneration.Modern Tinel test in CTS
1950Tapping or percussion over the median nerve at the wristThe “Tinel sign,” but performed as Hoffmann’s light percussion method rather than Tinel’s original pressure description.

Modern textbook and journal article descriptions vary widely. Examples include gentle tapping with a finger, two-finger tapping, percussion with a tendon hammer, tapping with a pencil eraser, or pressure before percussion. Few studies specify the force used. This lack of standardisation possibly contributes to the wide range of reported sensitivity and specificity. Lifchez et al. demonstrated substantial intra- and inter-examiner variability when clinicians performed single-finger strike, double-finger strike, and preload Tinel-type techniques.

How to perform in suspected carpal tunnel syndrome

For suspected carpal tunnel syndrome, the Hoffmann–Tinel sign should be elicited by light percussion over the median nerve at the wrist, usually at or just proximal to the distal wrist crease over the proximal carpal tunnel. The forearm should be supinated and relaxed, with the wrist neutral or only slightly extended.

A positive test is reproduction of the patient’s characteristic tingling, pins-and-needles, or electric-like paraesthesia into the median nerve distribution to the thumb, index finger, middle finger, and radial half of the ring finger. Local wrist discomfort alone is negative. The technique should be recorded precisely, for example

Finger-percussion Tinel sign over the median nerve at the distal wrist crease: positive/negative.

If a tendon hammer, pencil eraser, repeated tapping, thumb preload, or sustained pressure is used, this should be stated, because these are not equivalent manoeuvres.

Diagnostic accuracy in carpal tunnel syndrome

The Tinel or Hoffmann–Tinel sign is quick, anatomically useful, and historically important but has limited standalone diagnostic value for carpal tunnel syndrome. Reported accuracy varies because of differences in technique, force, reference standard, disease severity, and patient selection.

Reported sensitivities range from very low to moderate, while specificity is often higher but inconsistent. Heller et al. reported sensitivity 60% and specificity 77% against EMG criteria; Buch-Jaeger and Foucher reported sensitivity 42% and specificity 64% using nerve conduction studies; Durkan reported sensitivity 56% and specificity 80% for gentle median nerve percussion; and Kuhlman and Hennessey reported sensitivity 23% and specificity 87%.

StudyHow Tinel was performedSensitivitySpecificityCommentPhalen 1966
Clinical CTS seriesLight percussion over median nerve at wrist73%N/ACase series, no control group. Heller 1986
80 hands
EMG referencePercussion of the nerve near the lesion60%77%Combination of both positive increased specificity to 91% but reduced sensitivity to 47%.Durkan 1991
46 CTS hands
50 controls
Electrodiagnostic
referenceGentle percussion of median nerve at wrist56%80%Tinel less sensitive than Phalen and carpal compressionBuch-Jaeger
1994
172 hands
Nerve conduction referenceManual percussion of volar surface of wrist42%64%Authors considered individual clinical tests unreliable for confirming CTS pre-operatively.Kuhlman
1997
228 hands Electrodiagnostic
referenceGentle tapping with finger, repeated for consistency23%87%Very low sensitivity but relatively high specificityAlmasi-Doghaee
2016
89 patients
Electrodiagnostic
referenceNot specified65.3%47.1%Carpal compression outperformed Tinel and Phalen

Bottom line: the Hoffmann–Tinel sign is best interpreted as an adjunctive anatomical sign. A positive result supports focal nerve mechanosensitivity when it reproduces radiating paraesthesia in the correct nerve distribution. A negative result does not exclude carpal tunnel syndrome, particularly in mild disease, advanced axonal loss, or when the technique is poorly standardised.

History of the Hoffmann-Tinel sign

1873 – Jean-Joseph Émile Létiévant published Traite des sections nerveuses, a 548-page treatise on nerve section, nerve injury, neurotomy and sensory recovery. He provided early descriptions of esthesiography, protopathic sensibility, and the “tingling sign” in peripheral nerve lesions. In cases of median nerve injury, Létiévant observed that pressure over the nerve at the repair site, or distal to it, could produce painful tingling in the fingers. However, he interpreted the phenomenon within his theory of motor and sensory substitution, rather than as a specific sign of axonal regeneration.

1905 – Sir Henry Head along with William Halse Rivers, and James Sherren published The afferent nervous system from a new aspect. They described abnormal referred sensory phenomena during recovery after nerve injury, including widespread formication radiating over affected areas.

1909 – Wilfred Trotter and Hugh Morriston Davies published Experimental studies in the innervation of the skin. They experimentally divided cutaneous nerves in themselves and studied sensory loss and recovery in detail. Their work described peripheral reference as abnormal sensations elicited from recovering areas or injured nerves that could be referred distally to the cutaneous territory of the nerve. They noted that stimulation below the point of section was much more sensitive and could produce peripherally referred sensations of touch, pain, and cold.

1915, March 28 – Paul Hoffmann published Über eine Methode, den Erfolg einer Nervennaht zu beurteilen based on wounded soldiers treated in Würzburg. He described a method for assessing whether regenerating fibres had crossed a nerve suture before motor recovery was clinically evident. In a radial nerve injury, pressure over the regenerating nerve produced a prickling sensation referred into the anaesthetic radial distribution of the hand. Recovery of hand extension followed four weeks later.

1915, August 1 – Hoffmann published a second paper, Weiteres über das Verhalten frisch regenerierter Nerven und über eine Methode of his refined method. He emphasised that newly regenerating fibres were mechanically hyperexcitable and that the sensation was best elicited by light percussion with the examiner’s extended finger, not by forceful pressure.

Es ist keineswegs starker Druck notwendig, um die Empfindung hervorzurufen, am allerbesten erreicht man es durch Klopfen mit dem gestreckten Finger (wie man es bei der Perkussion nicht machen soll). Die falsche Lokalisation wird von den Patienten mit vollkommener Sicherheit angezeigt, es gehört dazu offenbar nur eine sehr geringe Aufmerksamkeit, eine viel geringere, als sie bei der Hautsinnprüfung notwendig ist.

Hoffmann 1915: 360

It is interesting to note that it is not necessary to use more than the lightest pressure to achieve stimulation of these newly regenerated fibres, and the effect is actually best when stimulation is applied by light percussion with the finger in extension (the opposite of the technique otherwise used for percussion). The area of misplaced sensation is indicated by the patient with such absolute certainty, that only minimal attention is necessary for its detection, in fact much less than would be necessary in normal sensory testing of the skin.

Hoffmann 1915: 360

1915, October 7 – Jules Tinel (1879–1952) independently published Le signe du ‘fourmillement’ dans les lésions des nerfs périphériques. Tinel described pressure over an injured nerve trunk producing tingling referred distally into the nerve’s cutaneous territory. He distinguished this non-painful “formication” of regeneration from local neuritic pain.

1916 – Tinel published Les blessures des nerfs, his monograph on war-related peripheral nerve injuries. He described records 628 peripheral nerve injuries (409 upper-limb and 219 lower-limb), with radial nerve injuries the largest subgroup. He added percussion to the technique of the objective examination of the nerve.

Formication provoked by pressure. When compression or percussion is lightly applied to the injured nerve trunk, we often find, in the cutaneous region of the nerve, a creeping sensation usually compared by the patient to that caused by electricity. This formication is quite distinct from the pain on pressure, which exists in nerve irritations.

Tinel 1916: 34 [English translation 1918: 34]

1919–1944 – The sign’s reputation became controversial. Elsberg questioned whether a positive sign reliably indicated nerve continuity. Lewis J. Pollock and Loyal Davis found it absent in some recovering nerves and present in many complete interruptions. Seddon et al considered it irregular as a guide to regeneration rate, and Coleman criticised over-reliance on it after patients with positive signs were found at operation to have separated bulbous nerve ends.

1946 – Peter Wilfred Nathan published Value of Tinel’s sign in The Lancet, based on 93 peripheral nerve lesions seen at a military peripheral nerve injury centre. They noted that the sign had fallen into neglect, and argued its clinical value when interpreted cautiously.

1949 – John Russell Napier published The significance of Tinel’s sign in peripheral nerve injuries. Napier reframed the sign as evidence of mechanically hyperexcitable sensory fibres, not automatic proof of useful functional recovery. He concluded that a positive sign below the lesion indicates regenerating axis cylinders, but by itself does not prove nerve continuity. A steadily progressive sign strongly suggests continuity, whereas a non-progressive sign suggests complete interruption or mechanical obstruction.

1950 – George S. Phalen et al published Neuropathy of the median nerve due to compression beneath the transverse carpal ligament. They reported three cases of spontaneous median nerve compression at the wrist and identified a positive Tinel sign over the median nerve at the wrist, together with sensory loss limited to the distal median distribution, as key clinical findings. This shifted the sign as a test of nerve regeneration after trauma to a provocative sign for entrapment neuropathy. Interestingly he credited Tinel but not Hoffmann with the sign and provided no further description of the sign.

The presence of a positive Tinel sign over the median nerve at the wrist, as well as the strict limitation of all sensory findings to the median distribution, distal to the wrist, are the two most reliable diagnostic findings.

Phalen 1950: 112

1966 – Phalen published The carpal-tunnel syndrome and reported Tinel sign findings in 452 hands. He defined a potential diagnostic triad for carpal tunnel syndrome consisting of a positive Tinel sign; a positive wrist-flexion test (Phalen sign) and paresthesia within the median nerve distribution

Tinel’s sign, a tingling sensation radiating out into the hand produced by light percussion over the median nerve at the wrist, is a valuable sign in the diagnosis of carpal-tunnel syndrome. In 452 (73 per cent) of the hands in this series Tinel’s sign was present; in 169 it was absent ; in thirty-three there was no note regarding Tinel’s sign.

Phalen 1966: 214

1991 – John A. Durkan introduced the carpal compression test as a separate provocative manoeuvre using sustained direct pressure over the carpal tunnel. It should not be described as a variation of the Hoffmann–Tinel sign.

1993 – Buck-Gramcko and Lubahn published English translations of Hoffmann’s 1915 papers and argued that the well-known Tinel sign should more properly be called The Hoffmann-Tinel sign, as Hoffmann’s first report preceded Tinel’s by several months.

2004 – Lee and Dellon reported that a positive Tinel sign is a reliable indicator of successful outcome from decompression of the tibial nerve in patients with diabetes with symptomatic neuropathy, and in patients with symptomatic idiopathic neuropathy. Identified patients with diabetic symptomatic neuropathy (sensitivity 88%; specificity 50%; PPV 88%) and idiopathic symptomatic neuropathy (sensitivity 95%; specificity 56%; PPV 93%) who would benefit from tibial nerve decompression.

2010 – Lifchez et al demonstrated considerable intra- and inter-examiner differences in the range of forces generated by the different Tinel’s techniques that are used in clinical practice.

Associated Persons
Alternative names
  • Hoffmann-Tinel sign
  • Hoffmann sign, Hoffmann’s sign
  • Tinel sign, Tinel’s sign
References

Historic references

  • Létiévant E. Traite des sections nerveuses: physiologie pathologique, indications, procedes operatoires. 1873
  • Head H, Rivers WHR, Sherren J. The afferent nervous system from a new aspect. Brain. 1905; 28: 99–115.
  • Trotter W, Davies HM. Experimental studies in the innervation of the skin. J Physiol. 1909; 38(2-3): 134-246
  • Trotter W, Davies HM. The peculiarities of sensibility found in cutaneous areas supplied by regenerating nerves. Journal für Psychologie und Neurologie 1913; 20: 102-150
  • Hoffmann P. Über eine Methode, den Erfolg einer Nervennaht zu beurteilen. [Using a method to assess the success of a nerve attack] Medizinische Klinik, 1915; 11: 359-360
  • Hoffmann P. Weiteres über das Verhalten frisch regenerierter Nerven und über eine Methode, den Erfolg einer Nervennaht frühzeitig zu beurteilen. Medizinische Klinik. 1915; 11: 856-858.
  • Tinel J. Le signe du ‘fourmillement’ dans les lésions des nerfs périphériques. La Presse Médicale. 1915; 47: 388–389. [English translation: Kaplan EB The “tingling” sign in peripheral nerve lesions. In: Spinner M, ed. Injuries to the Major Branches of Peripheral Nerves in the Forearm. Philadelphia: Saunders; 1972:8-13.[PDF]]
  • Tinel J. Les blessures des nerfs : sémiologie des lésions nerveuses périphériques par blessures de guerre [English translation: Joll CA. Nerve wounds, symptomatology of peripheral nerve lesions caused by war wounds. 1918. London, Baillière]

Eponymous term review

  • Stookey B. The limitations of Tinel’s sign in peripheral nerve injuries. Neurological Bulletin. 1919;2:380–384.
  • Elsberg CA, Woods AH. Problems in the diagnosis and treatment of injuries to the peripheral nerves: the outlook for the future. Archives of Neurology & Psychiatry. 1919;2(6):645–666.
  • Pollock LJ, Davis L. Peripheral nerve injuries. Am. J. Surg. 1932; 15: 179-634.
  • Seddon HJ, Medawar PB, Smith H. Rate of regeneration of peripheral nerves in man. J Physiol. 1943 Sep 30;102(2):191-215. 
  • Coleman CC. Peripheral nerve surgery—diagnostic considerations. Journal of Neurosurgery. 1944;1(2):123–132.
  • Nathan PW, Rennie AM. Value of Tinel’s sign. Lancet. 1946;1(6400):610.
  • Napier JR. The significance of Tinel’s sign in peripheral nerve injuries. Brain. 1949;72:63-82.
  • Phalen GS, Gardner WJ, Londe AA. Neuropathy of the median nerve due to compression beneath the transverse carpal ligament. J Bone Joint Surg Am. 1950; 32A(1): 109-12.
  • Phalen GS. The carpal-tunnel syndrome. Seventeen years’ experience in diagnosis and treatment of six hundred fifty-four hands. J Bone Joint Surg Am. 1966;48(2):211-228.
  • Sunderland S. The nerve lesion in the carpal tunnel syndrome. J Neurol Neurosurg Psychiatry. 1976;39(7):615-626.
  • Heller L, Ring H, Costeff H, Solzi P. Evaluation of Tinel’s and Phalen’s signs in diagnosis of the carpal tunnel syndrome. Eur Neurol. 1986; 25(1):40-2.
  • Durkan JA. A new diagnostic test for carpal tunnel syndrome. J Bone Joint Surg Am. 1991; 73(4): 535-8.
  • Hoffmann P, Buck-Gramcko D, Lubahn JD. The Hoffmann-Tinel sign. 1915. J Hand Surg Br. 1993; 18(6): 800-5
  • Buch-Jaeger N, Foucher G. Correlation of clinical signs with nerve conduction tests in the diagnosis of carpal tunnel syndrome. J Hand Surg Br. 1994; 19(6): 720-4.
  • Kuhlman KA, Hennessey WJ. Sensitivity and specificity of carpal tunnel syndrome signs. Am J Phys Med Rehabil. 1997 Nov-Dec;76(6):451-7.
  • Alfonso MI, Dzwierzynski W. Hoffman-Tinel sign. The realities. Phys Med Rehabil Clin N Am. 1998; 9(4): 721-v.
  • D’Arcy CA, McGee S. The rational clinical examination. Does this patient have carpal tunnel syndrome? JAMA. 2000;283(23):3110-3117.
  • Koehler PJ, Bruyn GW, Pearce JMS. The Hoffmann-Tinel Sign. Neurological Eponyms. Oxford University Press 2000. pp136-143
  • Davis EN, Chung KC. The Tinel sign: a historical perspective. Plast Reconstr Surg. 2004; 114(2): 494-9.
  • Lee CH, Dellon AL. Prognostic ability of Tinel sign in determining outcome for decompression surgery in diabetic and nondiabetic neuropathy. Ann Plast Surg. 2004;53(6):523-527.
  • Sansone JM, Gatzke AM, Aslinia F, Rolak LA, Yale SH. Jules Tinel (1879–1952) and Paul Hoffmann (1884–1962). Clin Med Res. 2006; 4(1): 85–89.
  • Lifchez SD, Means KR Jr, Dunn RE, Williams EH, Dellon AL. Intra- and inter-examiner variability in performing Tinel’s test. J Hand Surg Am. 2010; 35(2): 212-216.
  • Almasi-Doghaee M, Boostani R, Saeedi M, Ebrahimzadeh S, Moghadam-Ahmadi A, Saeedi-Borujeni MJ. Carpal compression, Phalen’s and Tinel’s test: Which one is more suitable for carpal tunnel syndrome? Iran J Neurol. 2016 Jul 6;15(3):173-4.
  • Turgut AÇ, Tubbs RS, Turgut M. Paul Hoffmann (1884-1962 AD) and Jules Tinel (1879-1952 AD), and their legacy to neuroscience: the Hoffmann-Tinel sign. Childs Nerv Syst. 2019 May;35(5):733-734.
  • Cadogan O. Clinical Signs in Carpal Tunnel Syndrome. LITFL
  • Carpal Tunnel Exam. Stanford Medicine 25

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Studying for Bachelor of Science (Occupational Therapy) at Curtin University

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Phalen test • LITFL • Medical Eponym Library

Phalen sign is reproduction or exaggeration of numbness and paraesthesia in the median nerve distribution of the hand after sustained wrist flexion. The Phalen test is used as a provocative manoeuvre in suspected carpal tunnel syndrome.

The Phalen test(s)

The original Phalen wrist-flexion test was described by George Smith Phalen (1911–1998) in 1948. Subsequent clinical teaching introduced modified Phalen wrist-flexion variants, most commonly the dorsum-to-dorsum posture. The reverse Phalen test, or Wormser test, is a separate wrist-extension manoeuvre.

Phalen test variants.
A. Classic Phalen wrist-flexion test: forearms vertical, wrists allowed to fall freely into flexion, hands not touching.
B. Modified Phalen test: dorsal surfaces of the hands placed together to maintain bilateral wrist flexion.
C. Reverse Phalen / Wormser test: palms together with wrists extended.

Classic Phalen test / wrist-flexion test (1948)

Phalen originally described the manoeuvre as the wrist-flexion test. The patient places the flexed elbows on a table, holds the forearms vertically, and allows the hands to fall freely into maximum wrist flexion. The fingers remain extended; the hands do not touch and are not forced into flexion by the patient or examiner. A positive test reproduces or worsens median-distribution symptoms, usually within 30–60 seconds.

Fig. 2. Wrist-flexion test. The test is positive when numbness and paraesthesia in the median nerve distribution are reproduced or exaggerated by holding the wrists in complete flexion for 30–60 seconds. Phalen 1966

Phalen explained the mechanism as increased compression of the median nerve within the carpal tunnel. In wrist flexion, the nerve is compressed between the proximal edge of the transverse carpal ligament and the adjacent flexor tendons and radius. In a normal hand, prolonged wrist flexion may eventually produce tingling; in carpal tunnel syndrome, symptoms are provoked more rapidly.

In performing the so called wrist-flexion test, the patient is asked to hold their forearms vertically and allow both hands to drop into complete flexion at the wrist for approximately one minute. In this position the median nerve is squeezed between the proximal edge of the transverse carpal ligament and the adjacent flexor tendons ad radius. Maintaining this position for a long time eventually causes numbness and tingling over the distribution of the median nerve

Phalen 1950

Vargas Busquets later recorded Phalen personally demonstrating the test in 1989, emphasising that the wrists should fall freely into flexion, with the hands not touching and not forced into position.

Modified Phalen test / dorsum-to-dorsum variant

The modified Phalen test places the dorsal surfaces of the hands together to maintain bilateral wrist flexion. A positive test reproduces or worsens numbness, tingling, pain, or paraesthesia in the median nerve distribution, usually within 60 seconds.

This dorsum-to-dorsum posture is a recognised variant, but was not Phalen’s original description. MacDermid and Wessel (2004) list the original gravity-assisted method and then describe variations including passive examiner flexion, wrist dorsums placed together to force both wrists into flexion, and combined manoeuvres with fist-making or carpal compression.

The transition from Phalen’s gravity-assisted wrist-flexion test to the now common dorsum-to-dorsum posture occurred gradually through clinical teaching and textbook illustration, rather than through a clearly attributed original publication. The modified posture probably became popular because it is easy to demonstrate, photograph, and visually standardise. However, this remains an inference rather than a documented reason.

Reverse Phalen test or Wormser test

The reverse Phalen test, or Wormser test, is a wrist-extension manoeuvre used in the evaluation of CTS. It is performed with the palms together in a “prayer” position, or with active wrist and finger extension. A positive test reproduces or worsens symptoms in the median nerve distribution.

In 1950, Peter Wormser discussed dorsiflexion of the wrist as a provocative or pathogenetic factor in Das Karpaltunnelsyndrom.

A reverse Phalen’s maneuver involves wrist and finger extension held for 1 minute. We showed that this maneuver results in a significantly higher intracarpal canal hydrostatic pressure as compared to a traditional Phalen’s or a modified Phalen’s maneuver.

In 1994, Robert A. Werner et al studied the Reverse Phalen’s maneuver as an aid in diagnosing carpal tunnel syndrome. Werner defined the it as wrist and finger extension held for one minute. They found that wrist/finger extension produced a higher intracarpal canal hydrostatic pressure than traditional Phalen or their own modified Phalen manoeuvre. They also reported symptom provocation in 55% of symptomatic CTS subjects and none of the controls.

Werner’s “modified Phalen” should not be confused with the modern dorsum-to-dorsum test. In their study, modified Phalen involved wrist flexion while pinching a flat object between the thumb and third digit.

Interpretation

A positive Phalen test supports, but does not prove, carpal tunnel syndrome. Symptoms should occur in the median nerve distribution of the thumb, index finger, middle finger, and radial half of the ring finger. Symptoms predominantly involving the little finger suggest ulnar nerve involvement or an alternative diagnosis.

A negative Phalen test does not exclude carpal tunnel syndrome. Phalen noted that the wrist-flexion test may be negative in advanced disease when sensory loss is already severe, and the test cannot be performed reliably when wrist flexion is restricted.

Diagnostic accuracy of Phalen test

Modern studies report variable accuracy, partly because “Phalen test” may refer to the original gravity-assisted wrist-flexion test, passive examiner flexion, dorsum-to-dorsum modified Phalen, or combined manoeuvres. Phalen’s own 1966 series reported the wrist-flexion test as positive in 380 of 515 hands tested (sensitivity 74%), but this was a clinical case series without a control group, so does not provide specificity.

Overall, the Phalen test is best regarded as a moderately useful provocative test for carpal tunnel syndrome, not a stand-alone diagnostic test. A positive result increases suspicion when symptoms are reproduced in the median nerve distribution; a negative result does not exclude carpal tunnel syndrome.

SourceTestSensitivitySpecificityCommentPhalen
1966Classic wrist-flexion test~74% positiveN/ACase series; 380/515 tested hands positive.MacDermid
2004Phalen test systematic review68%73%Noted variation in how Phalen’s test was performed.Núñez de Arenas-Arroyo 2022Phalen test meta-analysis69%71%Electrodiagnosis reference. Useful screening test, not definitive alone.Dabbagh
2023Phalen test meta-analysis57%67%Recommends combining with other clinical findingsGeorgiew
2007Reverse Phalen~54%~78%Lower sensitivity, higher specificity than classic PhalenGoginava
2025Classic vs modified PhalenClassic 93%; modified 96%Classic 96%; modified 93%Small direct comparison; broadly similar performance.

Which version of Phalens test performs better?

Most diagnostic studies do not clearly separate the classic Phalen wrist-flexion test from later modified versions. The best direct comparison currently available is Goginava et al. 2025, which compared the classic gravity-assisted Phalen test with the modified dorsum-to-dorsum Phalen test in 21 women with idiopathic CTS and 21 controls, assessing 29 hands in each group. The classic Phalen was slightly more specific and the modified Phalen was slightly more sensitive. The study was small, so the safest conclusion is that both versions are clinically usable when performed consistently.

VariantSensitivitySpecificityPractical interpretationClassic Phalen93%96%Slightly higher specificityModified Phalen96%93%Slightly higher sensitivityReverse Phalen / Wormser~54%~78%Not superior, best used as an adjunct.

The reverse Phalen test produced greater carpal tunnel pressure than wrist flexion in experimental pressure studies, but this has not translated into diagnostic superiority. Werner et al. showed that wrist and finger extension generated higher intracarpal canal pressure than traditional Phalen or their modified Phalen manoeuvre, yet symptom provocation occurred in only 55% of symptomatic CTS subjects.

Bottom line: use Phalen testing as part of a clinical examination for nocturnal paraesthesia, median-distribution symptoms, sensory change, thenar weakness or atrophy. Combine with Tinel sign, carpal compression testing, and electrodiagnostic studies for best accuracy. The exact Phalen test variant should be documented, because the “Phalen test” is not methodologically uniform across the literature.

History of the Phalen Test(s)

1948 – George Smith Phalen announced his diagnostic wrist-flexion test for carpal tunnel syndrome at a meeting of the American Society for Surgery of the Hand.

1950 – Peter Wormser published Das Karpaltunnelsyndrom. He discussed dorsiflexion of the wrist as a mechanical factor in median nerve compression and noted that strong passive dorsiflexion of the hand could sometimes elicit pain or dysaesthesia in the distal median nerve distribution (reverse Phalen test).

1951 – Phalen published Spontaneous compression of the median nerve at the wrist in JAMA.

1966 – Phalen published his 17-year Cleveland Clinic series, The carpal-tunnel syndrome, reviewing 654 hands in 439 patients. He illustrated the wrist-flexion test and reported it positive in 380 of 515 tested hands.

1970 – In Reflections on 21 years’ experience with the carpal-tunnel syndrome, Phalen reaffirmed the wrist-flexion test as one of the three major clinical signs of carpal tunnel syndrome, together with median-distribution hypoaesthesia and Tinel sign.

1994 – Miguel A. Vargas Busquets published a historical comment after meeting Phalen in 1989. He recorded and photographed Phalen’s own demonstration of the original test with elbows flexed, wrists falling freely into flexion, hands not touching, and no forced flexion.

1994 – Werner, Bir and Armstrong published Reverse Phalen’s maneuver as an aid in diagnosing carpal tunnel syndrome. They defined reverse Phalen as wrist and finger extension held for one minute and showed that it produced higher intracarpal canal pressure than traditional Phalen or their modified Phalen manoeuvre.

2004 – MacDermid and Wessel published a systematic review of clinical diagnosis in carpal tunnel syndrome listing multiple Phalen variants including the original gravity-assisted wrist-flexion test, passive examiner flexion, dorsum-to-dorsum wrist flexion, and reverse Phalen wrist extension.

2022–2023 – Modern meta-analyses confirmed that Phalen testing has moderate diagnostic accuracy and should be interpreted with history, sensory and motor examination, hand diagrams, questionnaires, and other provocative tests rather than used alone.

2025 – Goginava et al. directly compared classic and modified Phalen tests, finding similar diagnostic performance, with slightly higher sensitivity for modified Phalen and slightly higher specificity for classic Phalen.

Associated Persons
Alternative names
  • Phalen’s sign, Phalen’s test, Phalen’s maneuver
  • Wrist-flexion test
  • Reverse Phalen test
References

Historical articles

Eponymous review

  • Werner RA, Bir C, Armstrong TJ. Reverse Phalen’s maneuver as an aid in diagnosing carpal tunnel syndrome. Arch Phys Med Rehabil. 1994 Jul;75(7):783-6.
  • Vargas Busquets MA. Historical commentary: the wrist flexion test (Phalen sign). J Hand Surg Am. 1994 May;19(3):521.
  • Ghavanini MR, Haghighat M. Carpal tunnel syndrome: reappraisal of five clinical tests. Electromyogr Clin Neurophysiol. 1998 Oct-Nov;38(7):437-41
  • MacDermid JC, Wessel J. Clinical diagnosis of carpal tunnel syndrome: a systematic review. J Hand Ther. 2004 Apr-Jun;17(2):309-19.
  • Georgiew F. Provocative tests used in the diagnosis of carpal tunnel syndrome. Med Rehab. 2007;11(4):7-17.
  • Bilkis S, Loveman DM, Eldridge JA, Ali SA, Kadir A, McConathy W. Modified Phalen’s test as an aid in diagnosing carpal tunnel syndrome. Arthritis Care Res (Hoboken). 2012 Feb;64(2):287-9.
  • Núñez de Arenas-Arroyo S et al. Accuracy of the Most Common Provocation Tests for Diagnosing Carpal Tunnel Syndrome: A Systematic Review With Meta-analysis. J Orthop Sports Phys Ther. 2022 Aug;52(8):522-531
  • Dabbagh A, MacDermid JC, Yong J, Packham TL, Grewal R, Boutsikari EC. Diagnostic Test Accuracy of Provocative Maneuvers for the Diagnosis of Carpal Tunnel Syndrome: A Systematic Review and Meta-Analysis. Phys Ther. 2023 Jun 5;103(6):pzad029. 
  • Goginava IB, Goloborod’ko SA, Riezunenko MV, Giorgidze GL. Phalen’s test. Classic or modern?. Ukrainian Neurosurgical Journal, 2025; 31(4): 68–73.
  • Cadogan O. Clinical Signs in Carpal Tunnel Syndrome. LITFL
  • Carpal Tunnel Exam. Stanford Medicine 25

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Studying for Bachelor of Science (Occupational Therapy) at Curtin University

BA MA (Oxon) MBChB (Edin) FACEM FFSEM. Emergency physician, Sir Charles Gairdner Hospital. Passion for rugby; medical history; medical education; and asynchronous learning #FOAMed evangelist. Co-founder and CTO of Life in the Fast lane | On Call: Principles and Protocol 4e| Eponyms | Books |

Followership • LITFL

OVERVIEW

Followership is a core competency that directly influences team performance, patient safety, and error prevention in critical care.

  • Effective followers are active, engaged, assertive, adaptable, and able to shift fluidly between leading and following as situations evolve.
  • High‑quality followership strengthens shared mental models, team adaptability, psychological safety, and mission‑driven collaboration
  • Followership behaviours such as upward voice (“speaking up”), mutual performance monitoring, and backup behaviour are powerful protectors against clinical error.
  • Whether effective followership occurs depends on contextual factors, such as leader effectiveness, and cultural and systems factors.

DEFINITION AND IMPORTANCE

Followership can be defined as the behaviours, skills, and attitudes that enables team members to contribute effectively to team performance, when they are not the positional leader.

  • Critical care teams are interprofessional, dynamic, and time‑pressured; leadership shifts rapidly depending on patient needs.
  • Effective followership is active, not passive — followers think critically, speak up, monitor teammates, and contribute meaningfully.
  • Effective followers are central to team adaptability, team cognition, backup behaviour, and error prevention (Tannenbaum & Salas, 2020)
  • Poor followership contributes to communication failures, team errors, and patient safety issues.

Followership is essential for shared leadership, distributed leadership, knotworking, and mission‑driven collaboration – all of which are commonly required in critical care:

Shared leadership
(“leading together”)More than one team member working together to collectively influence and guide the team’s actions, with leadership shifting fluidly based on expertise and situational need rather than formal authority.Distributed leadership
(“different leaders for different tasks”)Leadership roles and responsibilities are intentionally spread across several team members so that influence, decision‑making, and coordination are shared rather than concentrated in a single individual.KnotworkingFluid teamwork where team members briefly take the lead, contribute, and step back again as the situation evolves, with no single fixed leader and constant re‑tying of roles, tasks, and expertise around the needs of the moment.Mission‑driven collaborationAll team members aligning their actions, decisions, and communication around a shared goal.

COMPARISON WITH LEADERSHIP ROLES

RoleDefinitionKey FeaturesPositional leaderThe formally designated leader with role‑based authorityOrganisationally assigned authority; accountable for decisions and coordination; allocates tasks and prioritiesNon‑positional leaderA team member who momentarily guides the team’s next action based on expertise or situational factors, rather than rankProvides brief, situational acts of leadership (“microleadership”); influence shifts fluidly; often emerges during dynamic clinical eventsFollowerA team member contributing effectively when not the positional leaderEngages actively; speaks up; monitors teammates; supports shared mental models; performs backup behaviour

The positional leader does not always have the most influence on the team, influence may shift to non-positional leaders depending on the situation. Furthermore, roles performed by an individual can be fluid and context-dependent.

  • E.g. An ICU senior registrar may be a follower on a consultant-led ICU ward round, the non-positional leader during resuscitation of a cath lab patient while the cardiology consultant is task-focussed on a procedure, and subsequently be the positional leader at a MET call on the ward.

EFFECTIVE FOLLOWERSHIP BEHAVIOURS

Team science has identified numerous behaviours that contribute to effective followership ((Tannenbaum & Salas, 2020):

BehaviourDescriptionMutual performance monitoringWatching teammates for overload, task drift, or error and acting early.Backup behaviourStepping in proactively to assist when someone is struggling or task‑saturated.Upward voiceSpeaking up assertively with concerns and suggestions.Maintaining shared mental modelsKeeping the team aligned through updates (“sitreps”), clarifications (“recaps”), and anticipation of next steps.AdaptabilityShifting roles, tasks, and priorities as the situation evolves.Team orientationPrioritising collective goals over individual preferences.Closed‑loop communicationConfirming messages to prevent error.Psychological safety behavioursInviting input, acknowledging uncertainty, and respectfully supporting others in sharing perspectives.Team reflexivityParticipating actively in debriefs to improve future performance.

HOW TO DEVELOP FOLLOWERSHIP COMPETENCIES

Followership competencies can be developed – and is done so most effectively when teams practice specific behaviours (Tannenbaum & Salas, 2020).

Team members can:

  • Learn about effective followership behaviours (see above)
  • Know the team mission – shared purpose improves collaboration.
  • Maintain situational awareness – identify opportunities to update the team’s shared mental model
  • Think critically – analyse information, question assumptions, offer alternatives (Kelley, 1992)
  • Stay actively engaged
  • Manage stress and regulate emotions
  • Engage in effective learning methods (see below):

Learning MethodDefinitionSimulation with targeted team behavioursScenarios designed to practise backup behaviour, upward voice, and shared mental models.Guided debriefsStructured reflection focusing on communication, role clarity, and adaptability. Can be performed after simulations and clinical events.Behaviour‑based feedbackSpecific, actionable feedback on observable team behaviours.Recurrent practiceRepeated exposure to team‑based tasks to build automaticity.Cross‑trainingLearning each other’s roles to improve mutual monitoring and backup behaviour.Pre‑briefing ritualsEstablishing shared mental models before team actions (e.g. prior to trauma patient reception).Psychological safety trainingPracticing how to invite input, challenge respectfully, and respond constructively.

Educators and senior clinicians can assist learners in the following ways:

Teach followership explicitlySimulation scenarios requiring specific followership skills; reminders about followership behaviours before clinical encounters; discussing followership skills during clinical event debriefings.Role‑model followership behavioursDemonstrating role‑switching by stepping into follower roles; showing effective followership behaviours during clinical encounters.Teach communication frameworksUsing SBAR, graded assertiveness, and closed‑loop communication (etc) to support upward voice and shared mental models.Frame followership positivelyAddressing negative perceptions (e.g., misconceptions that followership is “cult‑like”); reframing followership as active, critical, and protective of patient safety.Promote team reflexivityNormalising and encouraging team debriefs; providing guidelines and cognitive aids for clinical event debriefing.Develop competency frameworksIncorporating followership behaviours into curricula, assessment, and professional development pathways.

HOW TO ENABLE FOLLOWERSHIP IN THE WORKPLACE

Whether effective followership occurs in the workplace also depends on contextual factors including leadership behaviours, systems, and culture. 

Leadership behaviours that facilitate effective followership (many of which flatten the power hierarchy):

Leadership BehaviourDescription/ exampleInviting upward voiceActively asking for concerns, alternatives, and checks.Modelling humilityAcknowledging uncertainty and welcoming correction.Creating psychological safetyRewarding input and responding constructively to challenge.Setting clear expectationsDefining roles, responsibilities, and communication norms.Running structured pre‑briefsAligning the team before action with roles, risks, and anticipated tasks.Running structured debriefsReinforcing learning and team behaviours after events.Supporting backup behaviourEncouraging teammates to assist each other without stigma.Clarifying the missionAnchoring team actions to shared goals such as patient safety.Modelling effective communicationDemonstrating closed‑loop communication, call‑outs, and inclusive language (“team, help me out here”).Creating space for micro‑leadershipStepping back to let others lead momentarily when they have the expertise.

Systems and cultural interventions that facilitate effective followership:

InterventionDescription/ exampleMission‑centred operating principlesOrganisational emphasis on shared goals (e.g., patient safety) over positional authority.Psychological safety normsExplicit expectations that speaking up and questioning are valued and protected.Flattened hierarchy practicesCultural norms that allow any clinician to contribute or challenge based on expertise.Structured pre‑briefing routinesStandardised huddles that establish roles, goals, risks, and shared mental models.Standardised communication protocols and toolsProtocols (e.g., ISBAR, graded assertiveness, time‑outs) and tools (e.g., checklists, cognitive aids) that make responsibilities explicit and empower upward voice.Support effective learning methodsSimulation with targeted team behaviours, guided debriefs, behaviour‑based feedback, recurrent practice, cross‑training, pre‑briefing rituals, and psychological safety training (see above)

FOLLOWERSHIP PITFALLS

Pitfalls for leaders

  • Underappreciating the courage needed to speak up and overcome “hierarchy paralysis” if it is not facilitated by leaders and team culture
  • Over‑ or under‑delegation
  • Failure to recognise follower contributions
  • Skipping prebriefs and/or debriefs after critical events
  • Not championing systems/ cultural interventions and education programmes that facilitate effective followership

Pitfalls for educators

  • Teaching leadership and teamwork without explicitly teaching followership
  • Ignoring negative connotations learners associate with followership
  • Not addressing followership behaviours in assessments and feedback sessions

Pitfalls for followers

  • Passive obedience and lack of engagement
  • Information hoarding and other behaviours that prioritise individual goals over team goals
  • Token assertiveness (challenging inappropriately)
  • Skipping prebriefs and/or debriefs after critical events
  • Not practicing followership behaviours or engaging in effective team-based learning methods

MODELS OF FOLLOWERSHIP

The most relevant model of followership to critical care teams comes from team science (Tannenbaum & Salas, 2020)

  • Followership consists of observable team behaviours that directly support team effectiveness.
  • See above for “Effective Followership Behaviours”

Other models of followership provide insights into different aspects of followership in different contexts:

Kelley’s Followership Model (Kelley, 1992)categorises followers into five behavioural “types” based on their levels of independent critical thinking and active engagement. Categories: exemplary, alienated, conformist, passive, pragmatist. Historically widely used, but the model is static, simplistic, focused on individuals not relationships, and does not apply well to fluid rolesEngagement Model (Kellerman, 2008)classifies followers by their degree of engagement, ranging from completely disengaged to intensely committed. Lacks relevance to most clinical teams in actionCourageous Followership (Chalef, 2009)emphasises followers’ responsibility to support leaders, challenge them ethically, and speak up courageously to protect the mission. Model is leader-centric and underemphasises culture and contextual influencesImplicit Followership Theory (Carsten et al, 2010)explains how beliefs, culture, and context influence followershipRelational Followership Theory (Uhl‑Bien et al, 2014)defines followership as a dynamic, co‑created relational process (rather than an individual trait) in which leaders and followers jointly produce leadership outcomes.

EVIDENCE

DescriptionKey findingsCommentaryBarry et al (2024):

Narrative “state-of-the-art” review (48 studies) tracing historical evolution of followership in interprofessional healthcare teams.

Early literature: passive followers.
Modern literature: active, critical, engaged followers.
Persistent tension between old hierarchical models and new distributed models.Strong historical synthesis; clarifies conceptual evolution.

Narrative design; limited empirical data; heterogeneity of included studies.

Alanazi et al (2023):

Scoping review (42 studies) mapping all followership research involving healthcare clinicians

Six categories of research: followership styles, impact, experience, features, assertive followership, interventions.
40% analytical studies; 31% qualitative; 12% interventional.
Gaps: lack of competency frameworks, limited intervention studies, no longitudinal data, cultural influences under‑studied.Comprehensive mapping; identifies major gaps; includes diverse professions.

Heterogeneous definitions; variable study quality; limited actionable guidance.

Pathak & Wong (2022):

Integrative review of followership concepts applied to healthcare team dynamics.

Followership is often misunderstood as passivity.
Exemplary followers (Kelley model) = critical thinkers + active engagement + courage + discretion.
Structured followership training recommended.Clear practical recommendations; integrates multiple theories.

Not an empirical study, extrapolates from non‑clinical fields.

Tannenbaum & Salas (2020):

Evidence‑based synthesis of team effectiveness research for popular dissemination

Effective teams rely on backup behaviour, mutual performance monitoring, shared mental models, psychological safety, team adaptability, team reflexivity, upward voice, role clarity, and collective orientation.
Followers are essential for preventing error, maintaining situational awareness, and supporting leaders.
Team debriefs are one of the most powerful interventions for improving followership and team performance.Highly evidence‑based; directly applicable to critical care teamwork.

Not healthcare‑specific; requires contextual adaptation.

CONCLUSION

Modern teams require active, engaged, adaptable followers who think critically, perform effective followership behaviors, and shift roles fluidly. 

  • Teams must participate in targeted learning activities to develop followership competencies (e.g. simulation, team reflexivity in the workplace)
  • For effective followership to occur it must be facilitated by key leadership behaviours (e.g. actions that promote psychological safety) and systems and cultural interventions (e.g. team huddles and prebriefs, flattened hierarchy).
  • Poor followership — including silence, passivity, information hoarding, hierarchy paralysis (absence of upward voice), and failure to monitor teammates — contributes to adverse events and preventable harm.

REFERENCES

LITFL

Journal articles and books

  • Alanazi S, Wiechula R, Foley D. Followership in health care clinicians: a scoping review. JBI Evid Synth. 2023 Sep 1;21(9):1764-1793. doi: 10.11124/JBIES-22-00310. PMID: 37211993.
  • Alwazzan L. When we say … leadership, we must also say … followership. Med Educ. 2017 May;51(5):560. doi: 10.1111/medu.13228. Epub 2017 Jan 24. PMID: 28120458.
  • Barry ES, Bader-Larsen KS, Meyer HS, Durning SJ, Varpio L. Leadership and Followership in Military Interprofessional Health Care Teams. Mil Med. 2021 Oct 26;186(Suppl 3):7-15. doi: 10.1093/milmed/usab118. PMID: 34724052.
  • Barry ES, Bader-Larsen KS, Meyer HS, Durning SJ, Varpio L. Leadership and Followership in Military Interprofessional Health Care Teams. Mil Med. 2021 Oct 26;186(Suppl 3):7-15. doi: 10.1093/milmed/usab118. PMID: 34724052.
  • ​​Carsten MK, Uhl‑Bien M, West BJ, Patera JL, McGregor R. Exploring social constructions of followership: a qualitative study. Leadersh Q. 2010;21(3):543‑562. doi:10.1016/j.leaqua.2010.03.015
  • Chaleff I. The Courageous Follower: Standing Up to and for Our Leaders. 3rd ed. San Francisco, CA: Berrett‑Koehler; 2009. [google books]
  • Gordon LJ, Rees CE, Ker JS, Cleland J. Dimensions, discourses and differences: trainees conceptualising health care leadership and followership. Med Educ. 2015 Dec;49(12):1248-62. doi: 10.1111/medu.12832. PMID: 26611190.
  • Kellerman B. Followership: How Followers Are Creating Change and Changing Leaders. Boston, MA: Harvard Business Press; 2008. [google books]
  • Kelley RE. The power of followership. New York, NY: Doubleday; 1992. [google books]
  • Pathak KA, Wong AK. Followership: The Missing Link in Surgical Leadership. Ann Surg. 2022 Jun 1;275(6):e740-e742. doi: 10.1097/SLA.0000000000005376. Epub 2022 Feb 17. PMID: 35185129.
  • Tannenbaum SI, Salas E. Teams That Work: The Seven Drivers of Team Effectiveness. Oxford University Press; 2020. [google books] [[website]
  • Uhl‑Bien M, Riggio RE, Lowe KB, Carsten MK. Followership theory: a review and research agenda. Leadersh Q. 2014;25(1):83‑104. doi:10.1016/j.leaqua.2013.11.007
  • Varpio L, Teunissen P. Leadership in interprofessional healthcare teams: Empowering knotworking with followership. Med Teach. 2021 Jan;43(1):32-37. doi: 10.1080/0142159X.2020.1791318. Epub 2020 Jul 16. PMID: 32673138.

SMILE 2

Better Healthcare

Chris is an Intensivist and ECMO specialist at The Alfred ICU, where he is Deputy Director (Education). He is a Clinical Adjunct Associate Professor at Monash University, the Lead for the  Clinician Educator Incubator programme, and a CICM First Part Examiner.

He is an internationally recognised Clinician Educator with a passion for helping clinicians learn and for improving the clinical performance of individuals and collectives. He was one of the founders of the FOAM movement (Free Open-Access Medical education) has been recognised for his contributions to education with awards from ANZICS, ANZAHPE, and ACEM.

His one great achievement is being the father of three amazing children.

On Bluesky, he is @precordialthump.bsky.social and on the site that Elon has screwed up, he is @precordialthump.

| INTENSIVE | RAGE | Resuscitology | SMACC

USMLE Step 1 and COMLEX Level 1 Beginner’s Guide

Introduction: The First Big Hurdle

Every medical student knows that Step 1 or COMLEX Level 1 is a defining moment. Even though Step 1 has shifted to pass/fail, both exams still carry weight, and both require months of preparation. The good news is that the students who succeed aren’t necessarily the ones who know every detail, they’re the ones who start smart.

 

Step 1: Begin With the End in Mind

The smartest way to start is to pick a test date. It’s tempting to wait until you “feel ready,” but that usually leads to endless review without real progress. Once you have your date, schedule the exam so it feels real! Work backward to decide how many weeks you have for dedicated prep. Most students take 6-10 weeks of full-time (8-10 hours per day) studying, though part-time prep alongside rotations can work too if you’re strategic.

 

When you’re mapping out your schedule, set weekly goals that are specific and measurable. Instead of “study microbiology,” aim for “complete and review 200 UWorld questions this week.” Goals like that keep you accountable and help you see progress.

 

Step 2: Limit Your Resources

There are tons of Step 1/COMLEX resources. The trap is thinking you need them all. You don’t. You need two or three high-yield resources that cover the essentials, and you need to use them consistently in-depth.

 

The foundation for most students is UWorld, it’s not just practice, it’s a learning tool. Pair it with First Aid for a consolidated review, and then choose one supplemental resource like Boards & Beyond, Pathoma, or Sketchy for reviewing material at the level of detail you’re expected to know for the exam. Spaced repetition should absolutely be part of your preparation and Anki (especially the AnKing deck) is the best tool I’ve found to help cement the details. That’s it. Stick to your core set and resist the temptation to keep adding more.

 

Step 3: Don’t Delay Practice Questions

A common trap students fall into is thinking they need to finish “all” of content review before they can start practice questions. This is especially the case if students’ pre-clinical curriculum extends into the initial months they want to start preparing for their exam. It feels safer to highlight, re-read, and make notes because it feels like you have’t learned all the material you need to know yet. But here’s the problem: Step 1 and COMLEX are not pure memorization exams. They test whether you can integrate knowledge and reason your way through unfamiliar clinical vignettes. Further, the NBME-style questions are usually quite different from the questions you see on your medical school subject exams so you need to get used to this type of format. And the only way to get good at this is to practice.

 

That’s why UWorld (or another high-quality question bank like AMBOSS) should be part of your plan from the very beginning. Even if you feel unprepared, start with small sets, 10 or 20 questions at a time. Every explanation you read is a mini-lesson. Over time, those lessons add up to a far deeper understanding than passive review alone could ever give you.

 

The real power of practice isn’t in the number of questions you answer, but in how you review them. Don’t just note that you got something wrong and move on. Ask yourself:

  • Was this a content gap? If yes, add the concept to Anki so you can continue to review it.
  • Was this a test-taking mistake? Maybe you misread the question stem or ignored a key clue in the labs.
  • Was this a reasoning issue? Did you struggle to connect multiple steps or eliminate distractors?

 

By categorizing your errors, you’ll start to see patterns. Maybe you’re consistently shaky on renal physiology, or maybe you rush through long stems and miss critical details. Once you recognize those trends, you can fix them deliberately.

 

Another strategy that works well is to slow down and treat each UWorld block as a learning opportunity, not just a score check. Read the full explanations for every answer, right and wrong. Ask yourself how you could have gotten to the correct answer faster. Could you have eliminated two distractors quickly? Was there a lab value or keyword that should’ve stood out? This is how you sharpen the clinical reasoning skills that Step 1 and COMLEX are built to test.

 

As you progress, gradually increase the size of your question blocks. Early on, untimed, shorter  blocks of certain subject questions can help you focus on understanding. Later, full-length mixed question blocks will build the pacing and endurance you’ll need for the real exam. And don’t underestimate that endurance piece, both Step 1 and COMLEX are long exams. You need to train your brain (and your focus) to handle hours of questions under pressure.

 

Practice exams also fit into this picture. NBMEs for Step 1 and COMSAEs for COMLEX are predictive, but they’re more than just diagnostic snapshots. They show you how ready you are, but they also reveal exactly where your weaknesses lie. After each practice test, spend time breaking down not just the score, but the story behind the score: which subjects dragged you down, which question types slowed you, and where you made careless mistakes.

 

Finally, create a “review ritual” that works for you. Some students keep a detailed error log spreadsheet; others create Anki cards out of every missed question. What matters is that you’re turning your mistakes into active learning. Over weeks, you’ll start to notice those once-frustrating topics becoming strengths.

 

The takeaway: practice is not something you tack on at the end of your prep. It is your prep. UWorld and practice exams are where the real growth happens, and reviewing them thoughtfully is what turns effort into results.

 

Step 4: Build Daily Structure

A good study day balances practice and review. Many students like to start with a timed UWorld block in the morning, spend the midday reviewing explanations and adding to Anki, and finish the afternoon or evening with targeted content review. This is just an example, figure out what works best for you. Study schedules will differ for everyone and that’s ok. There is not a “one size fits all” approach. The most important thing is that you stick to a routine that promotes consistency and that you’re seeing growth and progression in your practice scores. 

 

This routine helps you build both breadth and depth while keeping your days predictable. And just like with any other big exam, burnout is a real risk during dedicated prep, so build in breaks, exercise, and sleep to keep yourself sharp. If you don’t take care of yourself and manage your stress, you probably won’t see the progress that you’re capable of. 

 

Step 5: Extra Notes for COMLEX Takers

If you’re taking COMLEX specifically, don’t neglect OMM. It can be easy to focus only on “Step-style” questions, but osteopathic manipulative medicine is heavily tested on COMLEX. A concise, high-yield resource like Savarese’s OMT Review will give you what you need. Pair it with UWorld for general prep, and add a COMLEX-style question bank like COMBANK or TrueLearn.

 

Step 6: Use Practice Exams as Your Compass

NBMEs (for Step 1) and COMSAEs (for COMLEX) are the best predictors of how you’ll do on test day. Take them every 1-2 weeks to check your progress and make adjustments. They’re not just score reports, they’re diagnostic tools to help you fine-tune your plan. If you’re not seeing improvement in your scores, your study plan is not working for you and you need to figure out how to make an effective change. 

 

Takeaway

Step 1 and COMLEX Level 1 feel huge when you’re at the starting line. But success doesn’t come from memorizing every fact, it comes from starting smart. Schedule your test date, back into a realistic schedule, commit to a small set of resources, and begin practicing early. Take care of yourself along the way, and you’ll not only pass, you’ll build the foundation you need for the rest of your medical career.

Can You Practice Medicine in the U.S. Without Residency?

Over the past few years, one topic has spread rapidly across international medical graduate (IMG) forums, Reddit threads, WhatsApp groups, and medical school advising meetings: “Can international medical graduates now practice in the U.S. without residency?”

 

For many IMGs, the idea sounds almost too good to be true. After years of hearing that repeating residency in the United States was essentially unavoidable, several states have now introduced alternative licensing pathways that appear to allow some internationally trained physicians to practice medicine without completing a traditional U.S. residency program.

 

Naturally, this has created excitement, confusion, misinformation, and a lot of unrealistic expectations.

 

The short answer is yes, some states are now creating pathways that may allow certain experienced international physicians to practice without repeating U.S. residency training. But the longer answer is much more complicated, and that nuance is where many applicants misunderstand what these laws actually mean. (Niskanen Center)

 

What Has Recently Changed?

In response to worsening physician shortages, especially in rural and underserved areas, more than a third of U.S. states have either enacted or explored alternative licensure pathways for internationally trained physicians (ITPs) and IMGs. (Niskanen Center)

 

Traditionally, the pathway for IMGs in the United States has been extremely rigid. Regardless of prior experience abroad, physicians generally needed to complete the following steps:

 

The residency bottleneck has long been one of the biggest barriers. In 2025 alone, over 47,000 applicants competed for approximately 37,000 first-year residency positions. Match rates for IMGs remained significantly lower than those for U.S. MD and DO seniors. (Niskanen Center)

 

As a result, states facing physician shortages began exploring whether experienced doctors trained abroad could safely practice under supervised or provisional pathways instead of repeating years of residency training they may have already completed overseas.

 

What These New Laws Actually Allow

This is where the biggest misconception happens.

 

These laws generally do not mean that anyone with a foreign medical degree can suddenly start independently practicing medicine in the United States next month.

 

Most of the newer pathways are designed for physicians who already completed residency training abroad, practiced independently in another country for several years, passed licensing exams, and can demonstrate recent clinical experience. (Niskanen Center)

 

In many states, applicants still need:

  • ECFMG certification
  • USMLE Step completion (often all three step exams)
  • Proof of postgraduate training abroad
  • Active or recent clinical practice
  • Sponsorship from a healthcare employer
  • Supervised or provisional practice periods

 

In other words, these laws are usually not bypassing physician competency standards. They are mainly bypassing the requirement to repeat an entire U.S. residency program from the beginning. (Niskanen Center)

 

That distinction matters enormously. The Biggest Misunderstanding: These Are Often Provisional Pathways One of the biggest pitfalls IMGs fall into is assuming these are immediate full-license opportunities.

 

In reality, many states use a provisional or supervised licensing model first. Physicians may initially work under supervision at approved healthcare systems or sponsoring employers before becoming eligible for unrestricted licensure later. (Niskanen Center)

 

Some states also limit practice settings to underserved communities, rural hospitals, academic systems, or specific facilities. This means these pathways often function more like a monitored transition period rather than an instant independent attending role. For some physicians, that may still be an excellent opportunity. But it is important to understand that the details vary significantly by state.

 

State Requirements Are Not Uniform

Another major source of confusion is that there is no single national IMG alternative pathway. Every state has different eligibility rules, timelines, supervision requirements, and definitions of acceptable foreign training. (Niskanen Center)

 

Some states require several years of independent practice abroad. Others focus more heavily on residency equivalency. Some allow eventual conversion to unrestricted licensure, while others only offer temporary or limited licenses.

 

For example, some states emphasize recent clinical practice, while others are stricter about how similar foreign residency programs must be compared to U.S. training standards. (Niskanen Center). This means that a physician who qualifies in one state may not qualify in another. 

 

One of the biggest mistakes IMGs make is reading headlines or social media summaries without reviewing the actual medical board requirements for the state they are interested in. It’s important to do the research and find out the important details. 

 

These Laws Mainly Target Experienced Physicians

Another important reality is that these pathways were largely designed for experienced international physicians, not necessarily newly graduated IMGs who have never practiced independently.

 

Many laws specifically focus on doctors who:

  • Already completed residency abroad
  • Have active licensure overseas
  • Have recent years of clinical practice
  • Can demonstrate ongoing competency

 

This is a critical distinction because many students or recent graduates interpret these laws as alternatives to residency matching altogether.

 

For newer graduates without significant independent clinical experience, traditional residency training may still remain the most realistic and stable path into U.S. medicine. And it’s important not to forget that this is an option. 

 

Physician Shortages Are Driving These Changes

The driving force behind these reforms is the growing physician shortage in the United States. Policymakers, hospitals, and advocacy groups increasingly argue that experienced international physicians are being underutilized while many communities struggle to access care. (Niskanen Center)

 

Some internationally trained physicians living in the U.S. currently work in research, administration, medical assistance, or non-clinical jobs despite years of prior physician experience abroad. Reform advocates argue that forcing all experienced foreign-trained doctors to repeat residency from scratch may unnecessarily waste medical talent. (Niskanen Center)

 

At the same time, critics raise concerns about standardization, patient safety, physician compensation, supervision quality, and long-term implementation challenges. (Reddit)

 

That debate is still evolving.

 

What IMGs Should Be Careful About

One of the biggest mistakes IMGs make right now is assuming these pathways are already fully functional and widely available.

 

In reality, implementation has been slower than many people expected. Some state medical boards are still developing regulations, reviewing credentialing systems, and determining how supervision and sponsorship structures will work. (Niskanen Center)

 

Just because a law was passed does not necessarily mean hospitals are already hiring large numbers of physicians through these pathways.

 

Another major issue is sponsorship. Many pathways require healthcare systems or employers willing to supervise and sponsor internationally trained physicians. Even if the law exists, finding an employer prepared to navigate the process may still be difficult. (Niskanen Center)

 

Visa issues also remain complicated. These laws do not automatically solve immigration barriers, work authorization issues, or sponsorship logistics. Some IMGs online have pointed out that visa sponsorship may still remain one of the biggest practical hurdles. (Reddit)

 

Does This Mean Residency Is Becoming “Optional”?

For most IMGs, the answer is still no. Traditional residency training remains the standard and most universally accepted pathway into U.S. medical practice. Completing residency in the United States still provides:

  • Board eligibility
  • Stronger employment flexibility
  • Easier credentialing
  • Fellowship access
  • Greater geographic mobility
  • More predictable long-term career options

 

Many of the newer pathways are still evolving, and long-term outcomes are not fully established yet. Some employers, insurers, and credentialing bodies may also treat these alternative pathways differently from traditional residency-trained physicians.

 

That does not mean these laws are unimportant. They absolutely represent one of the biggest changes in IMG policy discussions in years. But they are not replacing residency overnight.

 

Why So Much Misinformation Exists Online

Part of the confusion comes from how these laws are discussed online. Headlines often simplify the story into phrases like “practice medicine without residency,” which leaves out the important details about supervision, licensing restrictions, exams, sponsorship, and eligibility.

 

On forums and social media, some physicians are optimistic and see these laws as long-overdue reform. Others remain skeptical about whether hospitals, boards, insurers, and employers will fully embrace the pathways. (Reddit)

 

The truth likely falls somewhere in the middle. These laws are real, and they are expanding. But they are also new, variable, and still being implemented differently across states.

 

What IMGs Should Focus on Right Now

For most IMGs, the smartest approach right now is to stay informed without abandoning traditional planning.

 

Students and physicians should still prioritize:

  • Passing USMLE exams
  • Obtaining ECFMG certification
  • Building strong clinical experience
  • Understanding state-specific licensing rules
  • Monitoring medical board updates directly
  • Keeping residency applications as an option whenever possible

 

One of the biggest mistakes applicants make is assuming these pathways eliminate the need for preparation or competitiveness. In reality, many states still require strong credentials and documented clinical competence.

 

At the same time, experienced physicians who previously felt permanently locked out of U.S. medicine may now have additional opportunities worth exploring carefully.

 

The Bottom Line

The new 2025–2026 state laws do not mean residency suddenly disappeared in the United States. What they do mean is that some states are beginning to recognize that experienced international physicians may not always need to completely restart their training from the beginning.

 

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These pathways are best understood as carefully supervised alternative licensure models, not shortcuts into unrestricted medical practice for inexperienced physicians.

 

For some internationally trained physicians, especially those with extensive prior experience abroad, these laws could become meaningful opportunities over the next several years. For others, traditional residency will likely remain the ideal and most stable route.

 

Either way, one thing is clear: the conversation around IMG licensing in the United States is changing rapidly, and these laws represent one of the most significant shifts in physician workforce policy in recent times.

How Competitive Is Pediatric Residency?

This blog was originally published on September 23rd, 2019, and updated in August of 2024.

 

How to Match into a Pediatrics Residency Program

 

Residency application season is here and today we are looking at what it takes to match into a Pediatrics Residency Program! The NRMP conducts annual surveys to determine what factors Program Directors consider when deciding which candidates to interview and rank for their pediatric residency program. The results were compiled into a “at a glance” tool, which is extremely helpful in gauging where your application packet stands compared to the applicant pool, and whether adding additional components, like a letter of recommendation (LOR) in the specialty, could give you a leg up as programs review your application. Many students who are researching, “how competitive is pediatric residency” use NRMP data to evaluate pediatric residency competitiveness and improve their pediatric residency match chances.

 

The most recent program director’s survey was conducted following the 2024 residency match cycle. We recommend taking a look at the specialty you’ll be applying to before submitting your ERAS application packet. The information below can also help you better understand the application process and make informed decisions throughout medical school.

 

 

Selection Criteria for an Interview for Pediatrics Residency

 

A passing Step 1 score and your MSPE/Dean’s Letter rank highly among the most important residency matching factors pediatric program directors cite when granting interview invitations. Step 1 pass was cited as most important, and notably any USMLE/COMLEX failure was ranked as the #5 most important factor.

 

Step 2 Scores

 

Interestingly, 17% of program directors said that they do not consider Step 2 scores at all, and an additional 36% said they prefer, but do not require a score. An additional 32% said they require a pass, and only 15% said they require a target score.

 

The Step 2 score does seem to be more important for IMG applicants, but still only 26% of directors require a target score.

 

It should be noted that while Step 2 scores don’t seem to be a major concern for directors when selecting whom to interview, 59% of directors still cite them as an important factor for ranking. This still falls behind other aspects such as interactions during the interview and interpersonal skills, but should be kept in mind.

 

Students interested in competitive pediatrics residency programs often ask about the average Step 2 score for pediatrics residency, though most programs still evaluate applicants holistically. For students aiming for a 90th percentile score, strong shelf exam performance can help strengthen an application.

 

Step 2CK – Timing of Taking the Exam

 

Only 47% of programs required applicants to have passed Step 2 CK at the time of application. This means that for many programs, though certainly not all, you may wait to take Step 2 CK until after you have submitted ERAS.

 

Failing Step 1 or 2 will hurt you, but won’t sink your chances:

 

Failing any step of the USMLE is a BIG deal in ANY specialty, and pediatrics is no exception. So, if you’ve failed an exam, you can still apply, but you should consider applying to MANY (40+) programs. 79% of programs reported that a Step 1 failure was seldom an important factor when considering whom to interview.

 

Types of Applicants Considered:

 

International Grads (U.S. and non-U.S.) have more difficulty matching in pediatrics than domestic applicants, but it’s not impossible: Approximately one-third (31%) of programs consider interviewing U.S. IMGs on a routine basis, and approximately half (53%) seldom do; only 16% never do. For non-U.S. IMGs, chances are worse, but still possible: 21% routinely interview and rank non-U.S. IMGs, 49% seldom interview and rank them, while 30% never do.

 

We recommend doing your homework to determine which programs may be more likely to consider IMGs to maximize your chances of success. IMGs who have completed their training and residencies abroad may consider applying to work in Tennessee under the new HB1312 law to bypass the need for redundant residencies. Applicants should also research IMG friendly pediatrics residency programs to identify institutions with a history of interviewing international graduates.

 

 

Osteopathic graduates have a good chance of matching: 71% of programs will routinely interview DO applicants, while only 7% never do. This still pales in comparison with U.S. Seniors (91%), so it is still important to do your research to identify these programs so that you can best increase your chances of matching. This is encouraging for applicants pursuing pediatrics residency for DO students.

 

 

Pediatrics Residency Interviews

Understanding what program directors look for in pediatrics applicants can help you prepare more effectively for interview season.

  • Interviewees Get Ranked!: If you receive an interview invitation, you are likely to be placed on a program’s rank list if you complete the interview. In 2024, the likelihood of matching for applicants who ranked just one program was 80%. Additionally, out of 206 applicants interviewed, 194 were ranked in the 2024 cycle. That likelihood approached 100% for applicants who ranked four contiguous programs. We recommend ranking at least 8-10 programs to be safe, so once you receive 10 residency interview invitations, you can feel okay with starting to prioritize and cancel as more come in given you are likely to get ranked.
  • Expect to receive interview invitations in September and October: If you have not heard from programs within several weeks of submitting your application, it may indicate that your application is less competitive for some pediatrics programs.
  • Expect to interview in October-December: Few interviews will occur in January or later, which means you should plan to have free time in October-December to maximize your chances of being off during peak interview season. For further discussion on how to prep for your interview, see our blog post on how to crush your residency interview:  https://elitemedicalprep.com/preparing-for-your-residency-interview/

 

 

Certain factors less important for Pediatrics than for other programs:

 

  • Research isn’t particularly important for Pediatrics — again, it can strengthen an application, but was not in the top 10 most important factors listed by all PDs.
  • AOA status isn’t as important in Pediatrics as it is in other specialties. Again, it can certainly strengthen an application, and is likely important at more competitive programs, but is not expected or required to match.
  • Having an LOR from a pediatrician is definitely important, but is not quite as important as some other fields (e.g., neurosurgery, dermatology). This likely means that a strong application could easily feature LORs from 1-2 pediatricians with additional letters of recommendation for pediatrics residency from practitioners outside of the field.
  • Achieving awards or honoring clinical rotations in the desired specialty is not as important.

 

 

Summary for Pediatrics Residency Applications:

 

  • A solid pediatrics application would include a passing score on Step 1, a strong MSPE or Dean’s letter, at least one LOR from a pediatrician, and demonstrating strong interpersonal skills during your interview. A strong pediatric residency personal statement can further support your application to a pediatric residency training program.
  • Pediatrics is somewhat more IMG friendly, than other fields, but matching as an IMG is far from certain. Be sure to do your research to identify programs with active IMG residents and establish proper connections. Students frequently ask, “how hard is pediatric residency to match into,” but the overall pediatric residency match rate remains favorable compared to many specialties.
  • If you’ve failed an exam, you can still apply in Pediatrics, but you should apply very broadly and consider applying for a back-up specialty.
  • Expect Interviews in October-December. Reach out to programs you have high interest in if you haven’t heard from them by mid-November. Once you have about 10 interview invitations, you can consider being a bit more selective about which ones you actually take (but not before).

 

 

Good Luck! ☺ 

 

Be sure to review individual pediatrics residency requirements as you build your application strategy and evaluate the competitiveness of your application. If you need further or specialized assistance understanding which residency specialties you are best suited to apply to, you can contact us or visit our residency advising page to learn more about our pediatrics shelf exam tutoring services and other Elite Medical Prep residency advising services. 

What to Bring to Step 1: Exam Day Checklist

For many medical students, the USMLE Step 1 is one of the most stressful and overwhelming experiences of medical school. However, with proper planning and organization, you can make test day feel more manageable. In this post we will not only provide you with a USMLE Step 1 checklist of what to wear and what to bring to Step 1, but also some tips and tricks on how to prepare in the 72 hours before your exam.

 

Looking for a more in-depth Step 1 testing day guide? See our USMLE Step 1 6-week and 10-week study calendars if you’re just getting started!

 

 

What Should I Do to Prepare in the Days Leading Up to My Step 1 Exam?

 

Preparation for Step 1 begins long before test day and following these Step 1 exam day tips and tricks can greatly help mitigate any anxiety about approaching test day.

 

Drive to the USMLE Step 1 Test Center 3 Days Before Your Test

 

Visit the Prometric test center three days prior to your scheduled test. Familiarize yourself with the transportation mode you plan to use on the actual exam day. If someone is providing transportation for you, kindly request their assistance. If you’re using a family member’s car, ensure you are comfortable with driving it. In the case of public transportation, utilize the same mode for your practice visit. This USMLE exam day preparation will help ensure a smoother experience on the day of your test. This will allow you to 1) prepare for any uncertainties – is there construction? Is the car low on gas? 2) have a clear idea of how long it will take you to get to the center on test day, and plan accordingly.

 

The Day Before Your Step 1 Exam

 

Stop studying by noon and take the afternoon to relax. Doing a short workout (nothing too intense!) can help tire your body out a little bit and make it easy to fall asleep. Also consider doing something relaxing or fun the evening before your test day to help unwind.

 

Charge Your Electronics

 

Even though you can use your phone between blocks during the break, I recommend keeping your phone off the whole time you’re in the center. However still bring it with you so that you can make calls in case of emergencies or coordinate your pick up after Step 1 exam.

 

Make a Packing List

 

Using the Step 1 exam day packing guide below, make a list of Step 1 exam day essentials to pack before your test a few days before and pack them the evening before!

 

 

What Should You Wear on Test Day?

 

One of the most common questions is what should I wear on my Step 1 test day? Comfort, comfort, comfort! The most important thing on test day is dress in a way that will allow you to focus on your test. Whatever outfit you are most comfortable in is the best outfit. We recommend that in the week leading up to your test day that you take a practice test in your “test day outfit” to make sure that it’s comfortable during the test.

 

For what you should wear to your Step 1 exam:

 

Shirt and Pants

 

we recommend a shirt without a collar and pants without pockets. Remember that every time you enter and leave the room you have to turn your pockets inside and out and collars have to be flipped up and down. Wearing clothes without collars or pockets will save you time on your breaks.

 

A Sweater

 

We also recommend wearing layers. Prometric test centers are often kept cool so having a light jacket will allow you to adjust between blocks if you find yourself getting cold or overheating. Remember however that this layer cannot be taken off while in your exam room, but it might be handy to have in your locker.

 

Socks/ Shoes

 

For shoes, wear something comfortable. If you might want to slip your shoes during the test you may want to consider wearing slippers you can slip off during testing.

 

Accessories

 

Skip them! Don’t wear any jewelry, watches, etc. on test day.

 

 

What Should I Bring to Prometric for Step 1?

 

It’s really essential to have a list of what to bring with you on your Step 1 test day and just as important to know what not to bring. Here is a list of USMLE test day requirements you should pack with you:

 

Your Scheduling Permit

 

You must have your scheduling permit from registration with you on test day. If you forget your scheduling permit you won’t be allowed to test

 

Government Issued Form of ID

 

Bring two forms of ID, such as a passport and driver’s license. Remember that the required ID for Step 1 must be government issued and have your photo and signature. Although you only need one, having a backup never hurts if you have one that you can bring.

 

Bring Snacks and Drinks to Your Step 1 Exam

 

You are allowed to bring snacks and drinks to Prometric. Bring your snacks in a clear plastic bag and your drink in a clear bottle. They will be stored in a locker during testing. For your snacks for the Step 1 exam, make sure to pack plenty of high nutrition snacks with you! Some of my favorites included: yogurt, granola bars, and hummus! Make sure to pack sweet and salty snacks – you’ll never know what you’ll be craving between blocks.

 

Medications

 

If you’re on any prescription medications make sure to take them with you and take them as prescribed. In addition, if you are prone to upset stomach, headaches, allergies and know you may need to take a medication during the test make sure to pack those too.

 

Other Things to Consider

 

Depending on Covid 19 guidelines and testing center policies, you may need to show your vaccine card, a negative test, or wear a mask during your USMLE Step 1 exam. Make sure you call your Prometric center or look online to see what the current guidelines are as well as any other Prometric Step 1 rules.

 

Although you are allowed to bring notes, I strongly recommend against bringing any notes to test day. This often causes more stress for students. You can never predict what question will be next and it is often tempting to look up answers to questions you were uncertain on. However, this may just shake your confidence and is not worth it!

 

 

What to Expect at Prometric?

 

  • They will give you headphones if you want them:Yes, Prometric provides headphones for test takers. The headphones are noise-canceling and cover your entire ear. They are provided to block out external noise and distractions.
  • Check in can take time: An important part of our Step 1 arrival instructions is to get to your prometric testing center at least 30 minutes early to ensure you start your test on time
  • Watch the prometric preparation video: On Prometric’s website you can find a video that walks you through some of the basics of Prometric testing centers. Click this link (link: https://www.prometric.com/test-takers/what-expect ) to learn more about what to expect on test day and the items allowed at Prometric. This will also let you know about any prohibited items that you can’t bring to test day.

 

Preparing for the USMLE Step 1 can be a daunting experience. But with proper planning and organization, you can make the test day experience more manageable. With these tips on how to prepare and what to bring to USMLE Step 1 test day – you can cross one more thing off your list! Remember – make sure you dress comfortably, bring only necessary items, and review the Prometric testing center rules beforehand.

 

Good luck on your USMLE Step 1 test! If you’re looking for help preparing for your USMLE exams, consider enlisting the help of an Elite Medical Prep USMLE Step 1 tutor! Schedule a complimentary consultation today to learn more about how we can help you succeed!

COMLEX Level 2 4-Week Study Plan

With only 4 weeks left until your upcoming COMLEX Level 2 exam, it’s time to get organized and crack down on studying. We’ve got you covered with our ultimate COMLEX Level 2 Study Plan! We provide a recommended week-by-week plan to review the content that will be tested on the COMLEX Level 2 exam.

 

This study plan can serve as a perfect template and jumping-off point for you to customize based on your specific needs while studying for COMLEX Level 2. It can be used as a COMLEX Level 2 study schedule alone, or to combine studying for the COMLEX Level 2 and the USMLE Step 2 at the same time.

 

We recommend taking osteopathic principles and practice before the COMLEX exam, though some students may prefer a different testing order. For more information on which exam you should take first, read our post on the topic.

 

Edit the organ system you review on different days based on the weak areas discovered during your self-assessment or customize with your favorite resources. For instance, if you performed well in OB/GYN and pediatrics on your second self-assessment but are still having trouble with cardiology, consider doing just one block of pediatrics and OB/GYN on the following day in favor of another cardiology block.

 

Make sure you keep track of your COMLEX Level 2 practice exams and are seeing a steady trend of improvement throughout your dedicated study period. Suppose after your third practice exam on week 3 you still are not close to passing and have been plateauing or seeing irregular practice exam scores. In that case, it may be time to consider delaying your COMLEX Level 2 exam until you are better prepared.

 

Tips for Success Using the COMLEX Level 2 Study Planner

 

Embarking on the path to ace the COMLEX Level 2 exam requires dedication, strategic planning, and a little insight into what works best. Here are some essential tips for making the most out of the COMLEX Level 2 Study Planner:

 

  1. Customize Based on Your Needs: While the Ultimate COMLEX Level 2 Study Plan provides an excellent foundation, ensure you adapt it to highlight your weak points and strengths.
  2. Diversify Your Resources: The COMLEX Level 2 exam is comprehensive. Lean into a variety of study materials, QBank questions, and practice tests. Not only does this provide a more rounded understanding, but it also exposes you to different question formats and presentations. Read our blog post dedicated to this topic to help you select a good variety of resources, without getting too overwhelmed.
  3. Schedule Regular Self-Assessments: Recognizing areas that need additional attention is crucial. Periodic self-assessments not only highlight these areas, but also give you a sense of progress and a boost in confidence.
  4. Stay Consistent: The key to retaining information and staying on track is consistency. Set aside dedicated study hours each day and stick to your plan, adjusting as necessary based on your self-assessments.
  5. Seek External Guidance: Engage with COMLEX Level 2 resources like Elite Medical Prep tutoring for personalized study strategies, effective time management techniques, and expert advice. Our tailored approach can be invaluable in ensuring that you cover all necessary content effectively.
  6. Review Foundational Concepts: COMLEX Level 2 doesn’t only test advanced knowledge. It’s crucial to bridge any gaps from Level 1 and reinforce foundational concepts to ensure you have a holistic understanding.
  7. Practice, Practice, Practice: The more questions you tackle, the more comfortable you’ll be on exam day. Use the planner to allocate time for mock tests and practice questions, honing your skills and understanding your mistakes.
  8. Stay Updated and Informed: Keep abreast of any changes in the exam scoring or syllabus. Elite Medical Prep and other resources often provide insights and updates that can be beneficial.
  9. Mind Your Well-being: Remember that it’s not just about hitting the books. Ensure you’re getting enough sleep, maintaining a balanced diet, and incorporating stress-relieving activities into your routine.
  10. Stay Positive and Trust the Process: Lastly, believe in your preparation and the study plan. While challenges are part of the journey, staying motivated and positive can significantly impact your performance.

 

By integrating these tips into your study routine and making the most of the COMLEX Level 2 Study Planner, you’ll be well-positioned for success on exam day.

 

How to Balance COMLEX Level 2 and Step 2 CK Preparation

 

Many osteopathic students choose to take both COMLEX Level 2 CE and Step 2 CK during the same study period. Fortunately, there is significant overlap between the two exams, so much of your clinical knowledge review will benefit both tests.

 

We generally recommend taking Step 2 CK first and then using the remaining days in your COMLEX Level 2 study timeline to focus on osteopathic principles and OMM-specific content. While the core clinical material is similar, COMLEX includes additional emphasis on osteopathic diagnosis, treatment concepts, and patient scenarios that require a dedicated osteopathic principles review.

 

If you’re wondering how to study for Level 2 CE while also preparing for Step 2 CK, it’s best to keep your resources focused. A solid question bank, targeted OMM review materials, and a few high-yield COMLEX Level 2 prep resources are often enough. Many students find that too many resources create confusion rather than improvement.

 

One effective strategy for dual board exam preparation is to dedicate separate study blocks to OMM topics such as viscerosomatics, Chapman points, autonomics, and counterstrain while continuing your broader high yield clinical review.

 

If you need additional guidance with your study plan or osteopathic board exam prep, consider reaching out to work with one of our COMLEX Level 2 tutoring experts.

 

How to Analyze Practice Exam Performance During COMLEX Level 2 Preparation

 

Practice exams are one of the most valuable tools available during clinical rotation exam prep, but it’s important to look past the score report. Take the time to review missed questions and identify why you missed them. Were there content gaps? Did you misread the question? Were you rushing? These patterns often reveal the common mistakes during board prep that can hold students back.

 

As you continue studying, use practice exam results to adjust your schedule. If you’re struggling with a specific subject area, dedicate more time to it during your daily review sessions. Students frequently ask how to study multiple subjects in one day, and practice exam data can help determine where their time is best spent.

 

Practice tests also help answer questions such as how long to study for osteopathic board exams by showing whether your scores are improving consistently. If scores fluctuate dramatically between assessments, it may point to issues with stamina, retention, or test-taking strategy rather than knowledge alone.

 

Finally, remember that learning how to avoid burnout during dedicated study is just as important as improving your score. Be sure to leave enough time between your final practice exam and test day to review weak areas, build confidence, and avoid last-minute cramming.

 

Crafting Your Ideal COMLEX Level 2 Study Schedule with Elite Medical Prep

 

Making the most of your preparation time for the COMLEX Level 2-CE can feel overwhelming. With Elite Medical Prep, you’re not alone in this journey. Our team is equipped to help you strategize and optimize your study plan for maximum success.

 

Why Choose Elite Medical Prep for Your COMLEX Level 2 Preparation?

 

  • Personalized Approach: Every medical student has their strengths and weaknesses. We analyze where you stand and tailor a COMLEX or dedicated board study schedule specifically to your needs.
  • Time Management Guidance: Confused about how long to study for COMLEX Level 2? Our expert team will help you allocate your time effectively, ensuring every topic gets the right attention.
  • Resource Recommendations: We don’t just help you with a Level 2 COMLEX study plan; we also recommend the best resources to complement your preparation.
  • Practice Questions Review: Hone your skills with focused practice questions. Understand your mistakes and refine your approach for the real deal.
  • Holistic Preparation: It’s not just about rote learning. Learn how to approach challenging material, assess yourself periodically, and stay on track with our guidance.

 

A Few Tips from Our Experts for COMLEX Level 2-CE:

 

  • Self-Assessment: Always start your COMLEX Level 2 preparation by understanding where you stand. Recognize your strong and weak areas to allocate study time efficiently.
  • Diverse Resources: Don’t rely solely on one resource. Diversify your materials and practice questions for more rounded preparation.
  • Consistent Practice: Consistency is key. Regularly solve practice questions and periodically take mock tests to measure your progress.
  • Mind the Gaps: While preparing for COMLEX Level 2, ensure you bridge the knowledge gaps from Level 1, reinforcing foundational concepts.

 

Navigating Medical Milestones with Elite Medical Prep

 

Embarking on a medical journey is filled with both challenges and rewarding milestones. Elite Medical Prep stands ready to illuminate your path, ensuring you excel at every significant turn, whether in medical school or transitioning into specialized domains. Here’s how we make a difference:

 

  1. USMLE Step 1 Support: Establish a robust foundation in your medical school curriculum and step into the 3rd year with unmatched expertise, courtesy of our USMLE Step 1 preparation.
  2. USMLE Step 2 CK (Step 2) Excellence: Transitioning from foundational knowledge to clinical applications is seamless with our focused strategies for USMLE Step 2CK.
  3. USMLE Step 3 Strategy: We aid in refining your clinical decision-making skills, ensuring your USMLE Step 3 performance is top-notch.
  4. COMLEX Level Suite:
    1. Level 1: Build your foundation with the first of the COMLEX level examinations.
    2. Level 2-CE: Dive deeper into clinical expertise, especially in areas like Level 2 CE, ensuring you’re ready for challenges in both COMLEX and USMLE spheres.
    3. Level 3: Perfect your clinical application skills, setting the stage for your future medical endeavors.
  5. NBME Shelf Exams Insight: As you progress in your medical school journey, shelf exams become pivotal. With our strategies, approach each shelf exam with confidence and precision.

 

Navigating the intricate maze of COMLEX and USMLE becomes significantly easier with Elite Medical Prep by your side. Catering specifically to the unique needs of students in colleges of osteopathic medicine, we’re dedicated to ensuring that every year, especially the challenging 3rd year, becomes a foundation for your future success.

 

Learn More with Elite Medical Prep

 

Having a COMLEX Level 2 study plan is important to keeping yourself organized and on track while studying for your exam. For more help customizing your study plan, reviewing your incorrect questions on practice tests or QBank questions, or talking through challenging material, consider enlisting the help of a 1-on-1 COMLEX Level 2 tutor!

 

Your success in COMLEX Level 2-CE is our goal. To learn more about how we can help you in preparing for COMLEX Level 2 and get deeper insights tailored to you, contact Elite Medical Prep today!

Advancements in Health IT: ONC’s 2026 Approved SVAP Standards

We are excited to announce the 2026 standards approved by the National Coordinator through ONC’s Standards Version Advancement Process (SVAP). This year, we highlight two important groups of standards. First, we have used SVAP to make available a new version of the United States Core Data for Interoperability (USCDI v6) which will enable health IT systems to consistently access, exchange, and use an expanded set of health data across care settings. Second, this year’s SVAP cycle includes updated FHIR®-based Da Vinci standards for electronic prior authorization. Compared with Version 2.0.1 standards, Versions 2.2.1 (CRD and PAS) and 2.2.0 (DTR) provide a stronger foundation for more automated, reliable, and scalable exchange of coverage requirements, documentation, and authorization information.

Together, the 2026 SVAP-approved standards support a more interoperable, efficient, and responsive health care system. By lowering operational friction for providers and payers, the updated Da Vinci specifications improve access, support affordability, and make it easier for patients to receive the right care at the right time.

Beginning August 29, 2026, Health IT developers participating in the ONC Health IT Certification Program may voluntarily use these approved standards in their Certified Health IT Modules. SVAP provides a pathway for developers to adopt newer standards versions without waiting for regulatory updates to certification requirements.

Notable Updates and Feedback on the 2026 Approved SVAP Standards

United States Core Data for Interoperability Version 6

ONC received significant public support for including USCDI v6 as part of the 2026 Approved SVAP Standards. USCDI v6 represents the latest iteration of the standardized set of health data classes and elements that are essential for nationwide interoperability. More information on USCDI v6 can be found in ONC Standards Bulletin 2024-2.

Annual Updates

In addition to USCDI v6, public comments strongly advocated for the advancement of the associated HL7® FHIR US Core Implementation Guide STU 9.0.0 (US Core IG v9) and HL7 Consolidated CDA® (C-CDA), Release 5.0.0 – US Realm (C-CDA Release 5) standards to guide industry toward consistent implementation of USCDI v6. US Core IG v9 and C-CDA Release 5 set the foundation for other US Realm implementation guides and ensures that health IT developers can access, exchange, and use the expanded set of data in USCDI v6.  

ONC also received significant support for including Centers for Medicare & Medicaid Services (CMS) annual updates to QRDA I and QRDA III. These guides serve as critical resources for healthcare providers and organizations participating in CMS quality reporting programs.

New Entrants to SVAP: Standards for Electronic Prior Authorization

New in the 2026 SVAP cycle are three standards related to certification criteria established in the Health Data, Technology, and Interoperability: Electronic Prescribing, Real-Time Prescription Benefit and Electronic Prior Authorization (HTI-4) final rule. Specifically, the 2026 SVAP cycle includes:

  • HL7 FHIR Da Vinci—Coverage Requirements Discovery (CRD) Implementation Guide, Version 2.2.1
  • HL7 FHIR Da Vinci—Documentation Templates and Rules (DTR) Implementation Guide, Version 2.2.0
  • HL7 FHIR Da Vinci—Prior Authorization Support (PAS) Implementation Guide, Version 2.2.1

By including these implementation specifications as part of the 2026 SVAP, health IT developers are able to use these versions to certify their products to the electronic prior authorization (ePA) certification criteria at 45 CFR 170.315(g)(31)-(33). Da Vinci IG Versions 2.2.1 and 2.2.0 enable better, more dependable, consistent, and durable automation for ePA, helping reduce administrative burden and avoid delays that can stand between patients and needed care. We anticipate that by incorporating these standards as part of SVAP, we will encourage the acceleration of scalable implementation, lower operational friction, and set a more reliable foundation for nationwide deployment of ePA.

Please make sure to review the 2026 SVAP Fact Sheet and the Certification Program’s SVAP webpage for more information about SVAP and how Certified Health IT developers can voluntarily update to these newer versions of adopted standards.

Approved Standards for 2026

SVAP-approved standards to remain available across cycles

Going forward, standards versions approved in previous SVAP cycles will remain available for use unless they are superseded by regulatory action or another applicable update. In the past, the Certification Program treated each annual SVAP cycle as time-limited, which constrained the availability of previously approved versions. Based on feedback and experience with several SVAP cycles, we believe supporting multiple versions of SVAP-approved standards will better serve industry and advance our shared goals, especially for standards that publish updates annually.

This approach gives Certified Health IT developers more flexibility when planning, developing, and maintaining Certified Health IT Modules. It also supports a smoother transition across standards versions by allowing developers to adopt newer SVAP-approved versions without immediately losing access to versions approved in prior cycles.

For example, a Certified Health IT developer with a Health IT Module certified to the standardized API for patient and population services criterion using HL7 FHIR US Core Implementation Guide STU 6.1.0 may use SVAP to support later approved versions, including US Core STU 7.0.0, US Core STU 8.0.0, and now US Core STU 9.0.0.

SVAP Advances Health IT Innovation

The SVAP process ensures that Certified Health IT developers can plan and innovate with greater confidence. This flexibility supports industry progress and allows for smoother transitions as standards evolve. By embracing this approach, we are fostering a more adaptable and responsive health IT environment, ultimately benefiting patients, providers, and the broader healthcare ecosystem.

As standards continue to advance, we encourage Certified Health IT developers and stakeholders to stay informed about updates and leverage the expanded options available. Together, these efforts will help drive quality, interoperability, and meaningful improvements in healthcare technology.

The Pyramid Dressing • LITFL • Emergency Procedure

A forgotten technique for focused haemorrhage control

An 18-year-old man is brought to the emergency department after punching through a glass window during an altercation.

On arrival, the paramedics observed a deep laceration over the medial aspect of the upper arm with brisk pulsatile bleeding. A tourniquet was applied proximal to the bleeding site and external haemorrhage controlled.

On arrival the patient is pale, diaphoretic and anxious.

  • HR 128 bpm
  • BP 102/64 mmHg
  • Approximate tourniquet time: 45 minutes
  • No palpable radial pulse distal to the inflated tourniquet
  • The hand is cool, but clinically viable
The problem

The tourniquet has stopped the bleeding, but has also stopped distal perfusion.

  • Releasing the tourniquet risks further arterial haemorrhage.
  • Leaving it in place risks progressive limb ischaemia.

The challenge is to convert proximal tourniquet control into local haemorrhage control while restoring distal blood flow.

Pressure dressing solution?

The common response to ongoing bleeding is to add more gauze and wrap the bandage tighter.

That often fails for two reasons.

  1. Pressure is spread across a broad surface rather than concentrated over the bleeding vessel. The dressing may look impressive, but the vessel continues to bleed underneath it.
  2. Tight circumferential wrapping may further impair venous return and arterial inflow resulting in worsening distal ischaemia.

The primary principle is not simply “more pressure”…but pressure in the right place.

The pyramid dressing principle

The pyramid dressing, also known as the “nugget technique”, converts broad external compression into focused pressure directly over the bleeding point. The principle is simple:

A small, firm gauze “nugget” placed directly over the bleeding vessel concentrates force onto a small area. Progressively larger layers of gauze are then placed above it, creating an inverted pyramid. The upper layers stabilise the nugget and distribute the securing force, while the smallest layer delivers focused pressure to the vessel.

The technique is not a definitive vascular repair. It is a temporising bridge to theatre, interventional radiology or surgical haemorrhage control.

When to consider a pyramid dressing?

Consider a pyramid dressing when there is severe external haemorrhage from a compressible limb wound and the bleeding point can be localised.

The pyramid dressing is particularly useful when a tourniquet has controlled haemorrhage but continued tourniquet inflation threatens distal perfusion.

Do not use the technique to delay definitive care. Do not blindly probe deep wounds. If bleeding cannot be localised or controlled quickly, reapply the tourniquet and escalate.

How to perform a pyramid dressing
1. Prepare before releasing the tourniquet

Keep proximal haemorrhage control in place while the team prepares. Have ready:

  • sterile gauze
  • haemostatic gauze, if available
  • a compression bandage
  • suction and good lighting
  • immediate ability to re-tighten the tourniquet

Warn the team before loosening the tourniquet.

2. Expose and identify the bleeding point

Carefully expose the wound.

Slowly loosen the tourniquet only enough to identify the bleeding point. If brisk bleeding recurs, apply direct finger pressure immediately.

The finger is not a dressing. It is a temporary marker and haemorrhage-control device while the dressing is built.

3. Place the nugget

Replace the finger with a small, tightly folded gauze nugget or dental roll positioned precisely over the arterial defect.

This is the critical step.

The nugget must sit directly on the bleeding point. If it is off-target, the rest of the dressing will fail no matter how tightly it is wrapped.

Haemostatic gauze may be used for the nugget when available.

4. Build the pyramid

Place progressively larger folded gauze layers over the nugget.

Each layer should be wider than the one below it. The small lower layer focuses pressure; the broader upper layers stabilise the dressing and prevent the pressure point from shifting.

5. Secure without strangling the limb

Secure the dressing with a compression bandage.

The aim is focused pressure, not maximal circumferential compression. A well-built pyramid dressing should control the bleeding without needing to occlude the entire limb.

After securing the dressing, reassess:

  • bleeding through the dressing
  • radial/ulnar pulse
  • capillary refill
  • skin temperature and colour
  • motor and sensory function
  • pain out of proportion

If haemorrhage recurs, reapply direct pressure, re-tighten the tourniquet if required, and escalate.

Back to the case

The trauma team prepared gauze, haemostatic dressing and a compression bandage before loosening the tourniquet.

As the tourniquet was gradually released, bright arterial bleeding recurred from a small defect in the brachial artery. Direct finger pressure was applied immediately. A tightly folded gauze nugget was placed precisely over the bleeding point, followed by three progressively larger layers of folded gauze. The dressing was secured with a light compression bandage.

The tourniquet was removed. The dressing remained dry, the radial pulse returned, and the hand became warm and well perfused.

The patient proceeded to theatre, where vascular surgery repaired a partial brachial artery laceration.

Take-home points
  • The tourniquet buys time but is not definitive treatment.
  • Do not release a tourniquet until the team is ready.
  • Identify the exact bleeding point.
  • Use a small, firm gauze nugget directly over the vessel.
  • Build progressively larger layers above it.
  • Avoid excessive circumferential compression.
  • Reassess distal perfusion repeatedly.
  • Use haemostatic gauze when available.
  • Treat the pyramid dressing as a bridge to definitive haemorrhage control, not a substitute for vascular repair.

The pyramid dressing is elegant because it solves a simple mechanical problem: it converts broad, limb-threatening compression into focused haemostasis at the bleeding vessel.

References

Emergency nurse with ultra-keen interest in the realms of toxicology, sepsis, eLearning and the management of critical care in the Emergency Department | LinkedIn |

HITAC Highlights Affordability, Data Exchange, and Innovation

The Health Information Technology Advisory Committee (HITAC) convened on May 7, 2026, to discuss how health IT can support a more affordable and innovative healthcare system.

The meeting focused on the role health IT can play in reducing administrative burden, improving access to prescription price information, and helping patients and providers have the information they need when they need it at the point of care. The meeting also introduced Eliel Oliveira and Katrina Miller Parrish as the new HITAC co-chairs.

Committee members received updates on ONC programs designed to advance health IT innovation:

  • ONC shared progress on the EHIgnite Challenge, a national competition encouraging the development of tools that help patients better understand and use their electronic health information.
  • The committee heard updates on ONC’s Leading Edge Acceleration Projects (LEAP) in Health IT program. Current projects include efforts to improve remote monitoring for hypertension and to simplify patient access to health information through the Trusted Exchange Framework and Common Agreement™ (TEFCA®). ONC recently announced 2026 LEAP funding; applications are due July 16.

The meeting also featured two expert panel discussions, both centered on improving affordability in healthcare. The first panel explored opportunities to streamline prior authorization and other administrative processes through greater interoperability and automation. A second panel focused on access and affordability from the consumer perspective, including how greater transparency and improved data exchange can help individuals better understand healthcare costs before they receive care.

Video of the full meeting is available on HealthIT.gov. Watch the recording.

Looking Ahead

The HITAC Annual Report Workgroup is meeting regularly, and the HITAC Adopted Standards Task Force is expected to kick off later this year. Check out the full schedule of upcoming HITAC meetings, which are open to the public; the next HITAC meeting is scheduled for September 24, 2026.

We encourage interested parties to participate during the public comment portion of each meeting.

Bronchoalveolar lavage (BAL) • LITFL

Bronchoalveolar lavage (BAL) is a bronchoscopic sampling technique that instills sterile saline into a wedged distal airway and retrieves it for microbiological, cytological, and immunological analysis.

  • It provides a direct window into the alveolar environment and outperforms proximal sampling techniques when distal pathology is suspected.
  • BAL can be a useful diagnostic tool in critically ill patients for diagnosing pneumonia, diffuse infiltrates, alveolar haemorrhage, and immunocompromised hosts.
  • Risk-benefit balance should be considered before performing BAL

INDICATIONS

  • Suspected VAP or severe HAP
    • Lower contamination than endotracheal aspirates; supports antibiotic stewardship
  • Non‑resolving or atypical pneumonia
    • Fungal, viral, mycobacterial, Pneumocystis, Nocardia
  • Diffuse pulmonary infiltrates of unclear cause
    • Distinguish infection vs ARDS vs oedema vs eosinophilic lung disease
  • Suspected alveolar haemorrhage
    • Progressively bloodier aliquots; ≥20% haemosiderin‑laden macrophages
  • Immunocompromised host with new infiltrates
    • High yield for opportunistic pathogens

BAL is less useful for:

  • Classic aspiration pneumonitis with rapid improvement
  • Mild CAP responding to therapy
  • Obvious cardiogenic pulmonary oedema
  • Situations where results will not change management

CONTRAINDICATIONS

Absolute

  • Severe hypoxaemia or haemodynamic instability where risk outweighs benefit

Relative

  • high oxygen or PEEP requirements (e.g. FiO₂ >0.8 or PEEP >15–18 cmH₂O)
  • Poor lung compliance / difficult to ventilate
  • Severe bronchospasm
  • Uncontrolled arrhythmias
  • Recent pneumonectomy or single‑lung physiology
  • Raised ICP or inability to tolerate sedation

BAL METHOD

Segment selection

  • Diffuse disease: Right middle lobe or lingula (provide highest yield returns)
  • Focal disease: Segment corresponding to radiological abnormality

Pre‑procedure

  • Optimise oxygenation: FiO₂ 1.0; consider temporary PEEP increase
  • Assess stability: FiO₂ requirement, PEEP, vasopressors, arrhythmias
  • Clarify goals: microbiology only vs microbiology + cytology
  • Ideally sample before new antibiotics (but do not delay life‑saving therapy)

Sedation

  • Deep sedation ± paralysis in mechanically ventilated patients

Insertion

  • Via ETT adaptor (e.g. Bodai‑Y connector)
  • Monitor airway pressures; consider pressure‑controlled ventilation

Wedge

  • Advance into target subsegment until a gentle wedge is achieved
  • Maintain wedge throughout instillation and aspiration

Instillation

  • Instill 3 × 20–40 mL aliquots (typical total 100–120 mL)
  • Some centres use up to 150 mL

Aspiration

  • Use gentle, low‑pressure suction to avoid airway collapse
  • Manual syringe aspiration may improve return if suction poor

Sample handling

  • First aliquot: use for cytology (best cellular morphology)
  • Pooled aliquots: use for microbiology
  • Request: Gram stain, culture, fungal, mycobacterial, viral PCR, cytology, special stains

NON‑DIRECTED BAL (ND‑BAL)

Method

  • Confirm ETT tip is correctly placed in trachea (not a mainstem bronchus)
  • Insert catheter through ETT (e.g. 50-60cm catheter)
  • Advance catheter until resistance, then withdraw slightly
  • Instill 20–60 mL total in aliquots
  • Aspirate with syringe or suction while maintaining seal
  • Label sample clearly as ND‑BAL

Advantages

  • Rapid, bedside, low‑resource
  • Can be performed by ICU staff without bronchoscopy
  • Facilitates early sampling and stewardship

Limitations

  • Non‑segmental; variable sample quality
  • No airway visualisation
  • Lower diagnostic precision than bronchoscopic BAL

ND‑BAL quality improvement data (Lewis et al, 2026):

  • Earlier sampling after pneumonia suspicion
  • lower oral flora contamination (50%) compared with ETA (90.9%), improving sample quality
  • Safe, low complication rates
  • Supports antimicrobial de‑escalation/escalation

COMPLICATIONS

  • Hypoxaemia
    • transient minor hypoxaemia is common; mitigate with FiO₂ 1.0 and minimising duration
  • Haemodynamic instability
    • rarely severe; often related to sedation, vagal stimulation, or underlying cardiovascular disease
  • Bronchospasm
    • consider pre‑emptive bronchodilators
  • Bleeding
    • usually minor; major bleeding rare
  • Ventilator interactions
    • transient high airway pressures, auto‑PEEP during wedging

DIAGNOSTIC PERFORMANCE

Culture thresholds

  • Quantitative cut‑offs: 10⁴–10⁵ CFU/mL (centre‑dependent)
  • Interpret in context: organism identity, radiology, gas exchange, clinical trajectory

Microbiology

  • Common organisms: Gram‑negative bacilli, S. aureus, fungi, viruses
  • BAL provides current local epidemiology for ventilated patients
  • Integrate results into antibiotic stewardship

Cytology

  • Alveolar haemorrhage: progressively bloodier aliquots; ≥20% haemosiderin‑laden macrophages
  • Eosinophilic pneumonia: BAL eosinophils >25%
  • Malignancy: limited sensitivity; useful in bronchioloalveolar carcinoma, lymphangitis carcinomatosis, diffuse metastases
  • Pulmonary alveolar proteinosis: milky, proteinaceous BAL with PAS‑positive debris

Interpretation pitfalls

  • Candida, Enterococcus, coagulase‑negative staph are often colonisers
  • Viral PCR positivity disease; interpret clinically
  • BAL neutrophilia is non‑specific
  • Mixed growth may reflect colonisation rather than infection
  • BAL must be interpreted alongside radiology and clinical trajectory

Approximate diagnostic yields for different diagnoses

Diagnosis / IndicationTypical BAL YieldKey Diagnostic FeaturesVAP / severe HAP40–70%Quantitative culture ≥10⁴–10⁵ CFU/mL; lower contamination than ETT aspirateAtypical / non‑resolving pneumonia40–70%Fungal, viral, mycobacterial, Pneumocystis, NocardiaImmunocompromised host infections60–80%High yield for PCP, CMV, fungi, Nocardia, mycobacteriaAlveolar haemorrhage>90%Progressively bloodier aliquots; ≥20% haemosiderin‑laden macrophagesEosinophilic pneumonia>90%BAL eosinophils >25%Pulmonary alveolar proteinosis>90%Milky BAL; PAS‑positive lipoproteinaceous debrisInterstitial lung disease patterning60–80%
Lymphocytosis (HP/sarcoid), neutrophilia (infection/ARDS), eosinophilia (>25%)Malignancy20–40%Best for bronchioloalveolar carcinoma, lymphangitis carcinomatosisND‑BAL for VAP30–50%Lower contamination than ETT aspirate; early sampling improves yieldEndotracheal aspirate (comparison)20–40%High contamination; poor stewardship value

BAL VS ENDOTRACHEAL ASPIRATE

FeatureEndotracheal aspirateBAL / ND‑BALContaminationHighLowerEaseVery easyModerateResource useMinimalHigherDiagnostic accuracyLowerHigherStewardship valueLimitedStrongAirway visualisationNonecomplete (BAL, not ND-BAL)Alveolar haemorrhage diagnosisPoorStrong

Bronchial washings

  • Proximal/segmental sampling; bronchoscope held just proximal to abnormality
  • Instill 10–20 mL aliquots
  • Yield ~50% (21–76%)
  • Best for visible mucosal disease

Bronchial brushings

  • Cytology brush advanced through working channel; scrape abnormal mucosa
  • Yield ~59% (23–93%)
  • Complications: minor bleeding; rare pneumothorax if blindly advanced

VIDEOS

ATS video demonstrating and discussing BAL procedure:

Bronchoscopy Academy video on BAL Fundamentals:

CONCLUSION

BAL is a useful diagnostic tool in critical care.

  • While ND‑BAL is emerging as a pragmatic option for suspected VAP, bronchoscopic BAL remains essential for focal pathology, haemorrhage, and complex diagnostic dilemmas.
  • BAL/ND‑BAL into ICU pneumonia assessment improves diagnostic accuracy and antiobitic stewardship.
  • Risk-benefit balance should be considered before performing BAL

Journal articles

  • Anan K, Oshima Y, Ogura T, Tanabe Y, Higashi A, Iwashita Y, Fujita K, Yoshida T, Ando K, Okamori S, Okada Y. Safety and harms of bronchoalveolar lavage for acute respiratory failure: A systematic review and meta-analysis. Respir Investig. 2022 Jan;60(1):68-81. doi: 10.1016/j.resinv.2021.07.008. Epub 2021 Sep 4. PMID: 34489205.
  • Azoulay E, Russell L, Van de Louw A, Metaxa V, Bauer P, Povoa P, Montero JG, Loeches IM, Mehta S, Puxty K, Schellongowski P, Rello J, Mokart D, Lemiale V, Mirouse A; Nine-i Investigators. Diagnosis of severe respiratory infections in immunocompromised patients. Intensive Care Med. 2020 Feb;46(2):298-314. doi: 10.1007/s00134-019-05906-5. Epub 2020 Feb 7. PMID: 32034433; PMCID: PMC7080052.
  • British Thoracic Society Bronchoscopy Guidelines Committee, a Subcommittee of Standards of Care Committee of British Thoracic Society. British Thoracic Society guidelines on diagnostic flexible bronchoscopy. Thorax. 2001 Mar;56 Suppl 1(Suppl 1):i1-21. doi: 10.1136/thorax.56.suppl_1.i1. PMID: 11158709; PMCID: PMC1765978.
  • Davidson KR, Ha DM, Schwarz MI, Chan ED. Bronchoalveolar lavage as a diagnostic procedure: a review of known cellular and molecular findings in various lung diseases. J Thorac Dis. 2020 Sep;12(9):4991-5019. doi: 10.21037/jtd-20-651. PMID: 33145073; PMCID: PMC7578496.
  • Lewis G, Smith CD, Sundararajan K. Non-directed bronchoalveolar lavage: improving the quality and timing of pneumonia diagnosis in mechanically ventilated patients in the intensive care unit. BMJ Open Quality. 2026;15:e003787. https://doi.org/10.1136/bmjoq-2025-003787
  • Martin WR, Padrid PA, Cross CE. Bronchoalveolar lavage. Clin Rev Allergy. 1990 Summer-Fall;8(2-3):305-32. doi: 10.1007/BF02914451. PMID: 2292101; PMCID: PMC7101538.
  • McCarthy C, Bonella F, O’Callaghan M, Dupin C, Alfaro T, Fally M, Borie R, Campo I, Cottin V, Fabre A, Griese M, Hadchouel A, Jouneau S, Kokosi M, Manali E, Prosch H, Trapnell BC, Veltkamp M, Wang T, Toews I, Mathioudakis AG, Bendstrup E. European Respiratory Society guidelines for the diagnosis and management of pulmonary alveolar proteinosis. Eur Respir J. 2024 Nov 14;64(5):2400725. doi: 10.1183/13993003.00725-2024. PMID: 39147411.

Chris is an Intensivist and ECMO specialist at The Alfred ICU, where he is Deputy Director (Education). He is a Clinical Adjunct Associate Professor at Monash University, the Lead for the  Clinician Educator Incubator programme, and a CICM First Part Examiner.

He is an internationally recognised Clinician Educator with a passion for helping clinicians learn and for improving the clinical performance of individuals and collectives. He was one of the founders of the FOAM movement (Free Open-Access Medical education) has been recognised for his contributions to education with awards from ANZICS, ANZAHPE, and ACEM.

His one great achievement is being the father of three amazing children.

On Bluesky, he is @precordialthump.bsky.social and on the site that Elon has screwed up, he is @precordialthump.

| INTENSIVE | RAGE | Resuscitology | SMACC

Flexible Nasopharyngolaryngoscopy • LITFL

OVERVIEW

Flexible Nasopharyngolaryngoscopy is a rapid bedside assessment of the upper airway that can be used in critical care settings to clarify the cause of stridor, dysphonia, secretion clearance problems, and dysphagia, and as a decision tool for airway management.

The procedure is more conveniently known as flexible nasoendoscopy (FNE) or nasopharyngoscopy

USES

Main indications in critical care settings are:

  • Airway planning (especially if neck mass and/or stridor) to idenitfy pathology that may:
    • impair face mask ventilation (e.g., supraglottic oedema)
    • prevent direct laryngoscopy (e.g., base‑of‑tongue tumour)
    • obstruct tracheal tube passage (e.g., mass, lateralised larynx)
  • Suspected airway burns
  • Suspected foreign body (may be able to remove under direct vision)
  • Stridor/ partial upper airway obstruction
    • Post‑extubation stridor: oedema, immobility, or supraglottic collapse
    • Suspected angioedema (only if it won’t delay airway control)
    • Suspected supraglottitis/epiglottitis
  • Dysphonia
    • Post‑intubation hoarseness
    • Suspected vocal fold paresis/paralysis
    • Suspected paradoxical vocal cord motion (PVCM)
  • Secretion burden / poor airway protection
    • Pooling in valleculae/piriform fossae
    • Weak cough closure
    • Suspected reduced laryngeal sensation
  • Dysphagia / aspiration risk
    • Failed swallow after extubation, tracheostomy, stroke, neuromuscular disease
    • To facilitate FEES
  • Epistaxis / nasal pathology
    • Persistent or recurrent epistaxis
    • Suspected posterior bleed
    • Exclude a “coroner’s clot” prior to extubation

CONTRA-INDICATIONS

Absolute (if they delay airway control)

  • Rapidly progressive obstruction
  • Exhaustion, hypoxaemia, hypercapnia
  • Impending arrest

Relative

  • Suspected basilar skull fracture / unstable midface trauma
  • Significant bleeding diathesis/ coagulopathy
  • Agitation where sedation risks airway compromise
  • Marked nasal obstruction or recent nasal surgery

Stop the procedure early if:

  • Resistance to passage
  • Bleeding obscures view
  • Cardiorespiratory compromise (e.g. hypoxia, respiratory distress, bradycardia, hypotension)

DESCRIPTION

Nasoendoscopy uses a flexible fibreoptic or video endoscope passed via the nose to visualise:

  • Nasal cavity and nasopharynx
  • Oropharynx and hypopharynx
  • Supraglottis and glottis (vocal fold mobility, oedema, secretions)

It is distinct from:

  • Bronchoscopy, where the scope passes beyond the vocal cords
  • Flexible endoscopic evaluation of swallow (FEES), which involves a structured swallow assessment performed by ENT or SLT

Equipment needed:

  • Flexible nasendoscope
    • Diameter: 2.8–4.0 mm (ICU/ED often 3.0–3.5 mm)
    • Working length: ~300–350 mm
    • Field of view: 80–110°
    • Tip deflection: ≥130° up / ≥130° down
    • Features: portable video chip‑on‑tip preferred; suction channel optional but not essential for bedside use
  • Light source / battery pack — portable, fully charged
  • Suction setup — Yankauer, fine catheter
  • Vasoconstrictor spray — oxymetazoline or phenylephrine
  • Lidocaine spray/gel — minimal effective dose
  • Pledgets — cotton tips or patties for targeted topicalisation
  • Lubricant gel — for scope tip and nasal floor
  • Anti‑fog solution — or warm water
  • PPE — gloves, mask, eye protection
  • Oxygen delivery device — nasal prongs ± facemask
  • Monitoring — SpO₂, ECG, BP
  • Gauze/tissues — for minor epistaxis
  • Waste bag / sharps — safe disposal
  • Scope cleaning kit (unless disposable scope used)
  • Airway bag/ trolley (backup for airway management)

METHOD OF USE/ PROCEDURE

Preparation

  • Check equipment
  • Full monitoring
  • Suction ready
  • Oxygenation strategy with rapid escalation
  • Pre‑briefed airway plan (e.g. airway assessment, roles, equipment, plan ABCD, notifications (e.g. anaesthesia & ENT)

Topicalisation 

  • Goal is to improve comfort and passage without compromising airway reflexes.
  • Vasoconstrictor
    • Purpose: reduce bleeding, shrink turbinates, improve passage
    • Agents:
      • Oxymetazoline 0.05% spray, or
      • Phenylephrine 0.5% spray
    • Technique:
      • 1–2 sprays into the chosen nostril
      • Alternatively, a soaked cotton pledget placed for 1–2 minutes
    • Vasoconstrictor alone is often enough in cooperative patients.
  • Local Anaesthetic (LA)
    • Purpose: improve tolerance of nasal passage and pharyngeal contact
    • Agents:
      • Lidocaine 2–4% spray
      • Lidocaine gel (2%) applied to the scope or nasal floor
    • Technique:
      • Apply minimal effective dose to each nostril
      • Avoid excess LA or spraying directly onto the cords
        • blunts laryngeal sensation, increasing aspiration risk
        • can worsen secretion retention
        • can trigger coughing, paradoxically worsening the view
        • In stridor or borderline obstruction, may reduce airway tone
      • Avoid LA if:
        • severe airway obstruction where any delay in securing airway is unsafe
        • high aspiration risk
        • known LA allergy
  • Sedation
    • Avoid if possible, if required treat as high‑risk procedural sedation
    • Sedatives may worsen obstruction by reducing tone
    • Intubated patients: deepen sedation only as needed

Technique

  • Position: sitting up (awake) or head‑up (intubated)
  • Stabilise distal hand holding the flexiscope on the patient’s face/nose
  • Choose the most patent nostril
  • Advance along the floor of the nose
  • Smooth, continuous movement
  • Perform a systematic sweep
  • Nasal cavity (floor, middle meatus, superior/ posterior cavity → nasopharynx → oropharynx/hypopharynx (base of tongue) → supraglottis → glottis
  • Ask patient to perform maneuvers:
    • “Sniff” — opens the nasopharynx allowing scope to pass (saying “mmm” may also help) and the vocal cords.
    • “Tongue out” — exposes the valleculae and base of tongue 
    • “Blow cheeks out” or “turn head” — opens the piriform fossae to reveal pooling or masses.
    • “Say eeee” or count aloud — assess phonation and abducts the vocal cords; inspiration should abduct symmetrically.
    • “Swallow” – assesses swallow (if appropriate)

Troubleshooting

  • Fogging: warm scope, anti‑fog
  • Gag/cough: withdraw slightly, re‑approach smoothly
  • Secretions: suction early and often
  • If you only see “pink” (tip against tissue), withdraw scope until you can see a dark passage centre screen and reorientate before advancing

Documentation

  • Vocal fold mobility
  • Oedema: location + severity
  • Secretions/pooling
  • Lesions/trauma/granulation
  • Tolerance, complications, topical agents used

ANATOMY AND KEY FINDINGS

Nasal Cavity – three‑pass inspection assessing the floor, middle meatus, and superior/posterior cavity.

  • Septum — deviation, bony spurs, perforations
  • Turbinates — hypertrophy, mucosal oedema, contact points
  • Nasal valves — collapse, stenosis
  • Mucosa — purulence, crusting, polyps, adhesions
  • Bleeding points — Kiesselbach’s plexus, posterior sources
  • Red flags: unilateral polyps, destructive lesions, persistent purulence

Posterior Nasal Space – inspection of the Eustachian tube orifices, fossa of Rosenmüller (pharyngeal recess superior and posterior to the eustachian tube), and adenoidal pad.

  • Adenoids (should regress in adults)
  • Masses — especially in the fossa of Rosenmüller (common site for nasopharyngeal carcinoma)
  • Eustachian tubes — patency, oedema, asymmetry

Base of Tongue and Valleculae

  • Lingual tonsils — often irregular but symmetrical
  • Valleculae — cysts, masses, pooling
  • Red flags: unilateral fullness, ulceration, firm mass (common site for oropharyngeal malignancy)

Epiglottis

  • Epiglottic shape — omega‑shaped epiglottis or prolapsing aryepiglottic folds in laryngomalacia
  • Epiglottitis — swollen, cherry‑red epiglottis; contraindication to routine scoping unless in a controlled airway environment
  • Other findings: cysts, scarring, trauma

Piriform Fossae – important for silent aspiration and hypopharyngeal pathology.

  • Pooling — saliva or secretions (impaired airway protection)
  • Fullness or mass — requires prompt ENT evaluation
  • Asymmetry — concerning for malignancy or extrinsic compression

Larynx – paramount importance for airway management

  • Arytenoids
    • Oedema — common in post‑extubation stridor
    • Subluxation — post‑intubation trauma
    • Granulation — prolonged intubation
  • Vocal Folds
    • Mobility — abduction/adduction, symmetry
    • Paresis/paralysis — aspiration risk, stridor if bilateral
    • Oedema — glottic narrowing
    • Masses — polyps, cysts, papillomas, malignancy
    • Mucosal changes — ulceration, granuloma, leukoplakia
  • Airway Protection
    • Cough closure — weak or absent
    • Secretions — pooling, silent aspiration
    • Dynamic collapse — laryngomalacia, fatigue, neuromuscular disease

Nasopharyngeal anatomy. Image by OpenStax College, available at URL: https://commons.wikimedia.org/wiki/File:2303_Anatomy_of_Nose-Pharynx-Mouth-Larynx.jpg

COMPLICATIONS

  • Epistaxis (most common)
  • Hypoxaemia from cough/distress
  • Bronchospasm/laryngospasm (rare)
  • Vasovagal episodes
  • Aspiration risk with excessive topical anaesthetic
  • Laryngospasm (rare)
  • Equipment failure or damage

OTHER

Tips

  • Have a head rest behind the patient so they cannot pull away
  • Provide patient with eye protection during procedure
  • Nasoendoscopy can also be performed by standing behind the patient (Di Maio et al, 2020)

Pitfalls

  • Avoid over‑topicalising the larynx or using sedation due to risk of airway compromise
  • Never force the scope!
  • When used for airway planning remember:
    • Anaesthesia changes anatomy — loss of tone alters pharyngeal view; FNE findings in awake patient may not match post‑induction view.
    • If there is dynamic collapse, reduced tone may worsen obstruction.

VIDEOS

Walkthrough of flexible nasal endoscopy by ENT Academy:

ENT surgeon describes technique and anatomy while performing self-nasoendoscopy:

Detailed identification of nasal structures on endoscopy:

Protected Airway Collaboration video demonstrating nasopharyngoscopy for airway assessment:

The MiniEM approach to nasopharyngoscopy in the ED:

REFERENCES

Journal articles

  1. Bentsianov BL, Parhiscar A, Azer M, Har-El G. The role of fiberoptic nasopharyngoscopy in the management of the acute airway in angioneurotic edema. Laryngoscope. 2000 Dec;110(12):2016-9. doi: 10.1097/00005537-200012000-00007. PMID: 11129012.
  2. Di Maio P, Traverso D, Iocca O, De Virgilio A, Spriano G, Giudice M. Endoscopic nasopharyngoscopy and ENT specialist safety in the COVID 19 era: the back endoscopy approach to the patient. Eur Arch Otorhinolaryngol. 2020 Sep;277(9):2647-2648. doi: 10.1007/s00405-020-06093-6. Epub 2020 Jun 4. PMID: 32500327; PMCID: PMC7271825.
  3. Cox GJ, Bates GJ, Drake-Lee AB, Watson DJ. The use of flexible nasoendoscopy in adults with acute epiglottitis. Ann R Coll Surg Engl. 1988 Nov;70(6):361-2. PMID: 3207326; PMCID: PMC2498607.
  4. Kramer A, Kohnen W, Israel S, Ryll S, Hübner NO, Luckhaupt H, Hosemann W. Principles of infection prevention and reprocessing in ENT endoscopy. GMS Curr Top Otorhinolaryngol Head Neck Surg. 2015 Dec 22;14:Doc10. doi: 10.3205/cto000125. PMID: 26770284; PMCID: PMC4702059
  5. O’Carroll J, Endlich Y, Ahmad I. Advanced airway assessment techniques. BJA Education, 2021; 21, 336-342 [article]

Chris is an Intensivist and ECMO specialist at The Alfred ICU, where he is Deputy Director (Education). He is a Clinical Adjunct Associate Professor at Monash University, the Lead for the  Clinician Educator Incubator programme, and a CICM First Part Examiner.

He is an internationally recognised Clinician Educator with a passion for helping clinicians learn and for improving the clinical performance of individuals and collectives. He was one of the founders of the FOAM movement (Free Open-Access Medical education) has been recognised for his contributions to education with awards from ANZICS, ANZAHPE, and ACEM.

His one great achievement is being the father of three amazing children.

On Bluesky, he is @precordialthump.bsky.social and on the site that Elon has screwed up, he is @precordialthump.

| INTENSIVE | RAGE | Resuscitology | SMACC

What Is a Good USMLE Step 1 and Step 2 Score?

FAQ Section

 

1. Is Step 1 still scored?

No, Pass/Fail since Jan 2022.

Passing is essential, but more importantly, Step 1 builds the foundation for Step 2.

2. So which score matters now?

Step 2 CK. Scored 1-300; Pass = 218; Average = 245-247

As part of their holistic review, programs now look closely at Step 2 CK when comparing applicants.

3. What’s a “good” Step 2 CK score?

Depends on specialty:

– Primary care: 220–235

– Mid-competitive (IM, OB, EM, gen surg): 235-245

– Competitive (derm, ortho, plastics, ENT, neurosurg): 250+

Score expectations rise with specialty competitiveness. Knowing your target helps guide prep.

4. Can I retake Step 2 CK to improve my score?

No! If you achieve any passing score, you cannot retake the exam.

A passing score locks in forever. Programs see every attempt, so make the first one your best.

5. Do scores matter as much as they used to?

Probably not but it’s hard to say.

Scores are just one piece of the puzzle. Letters, rotations, and interviews carry huge weight too.

 

Step Scores Have Changed, But Strategy Still Matters

For years, Step 1 was the gatekeeper of residency competitiveness. But now that it’s pass/fail, students are asking:

  • “What score matters now?”
  • “How do I stand out without a Step 1 number?”
  • “What Step 2 score do I need for my specialty?”

 

Let’s break it down with clarity: what counts as a good score on Step 1 (pass), what Step 2 CK targets you should aim for, and why your first attempt matters.

 

Step 1: Pass/Fail, But Still Crucial

As of January 2022, Step 1 is reported only as pass/fail. This means that residency programs no longer use it as a numerical filter. But don’t think that this means doing well on Step 1 isn’t important. Step 1 still covers the basic foundational sciences so mastering Step 1 content makes Step 2 CK easier. Even further, a lot of Step 2 questions sneak in some Step 1 material that you thought you were going to leave behind forever. 

 

Bottom line: Step 1 matters for passing, doing well on clerkship rotations, and building your Step 2 CK knowledge.

 

Step 2 CK: The Score That Counts Now

Step 2 CK is scored numerically from 1-300 with a passing score of 218 (recently raised from 214) and an average score among U.S. MD examinees typically being 245-247. 

 

Now it’s time to address the elephant in the room. Does your Step 2 CK score matter as much as Step 1 scores used to before Step 1 went pass/fail? The answer is it’s hard to say. Step 1 went pass/fail largely in an effort to alleviate the pressure that students felt with this exam being the “end all be all” for their future in medicine. Now that Step 2 is the scored exam, the pressure has somewhat shifted. However, it is important to note that residency programs are performing holistic reviews of applications, with clerkship evaluations and recommendation letters being weighed very heavily. Your Step 2 score is far from the deciding factor or the only thing that matters on your application, but it’s certainly still a component that is seriously considered.

 

It’s also important to note that the type of program may inform how heavy an emphasis they put on Step 2 scores. If your dream program is a highly academic or research oriented program, they will probably care more about high Step 2 scores. On the other hand, community-based or rural programs may tend to de-emphasize Step 2 scores and place more weight on your experience with their patient populations, recommendation letters, and interview skills. 

 

What’s a “Good” Step 2 Score by Specialty?

What makes a “good” or “competitive” Step 2 score really depends on the specialty you’re applying into. Let’s look at general ranges:

  • Primary care (family med, pediatrics, psych):
    Competitive scores are 220–235.
  • Moderately competitive (IM, OB/GYN, EM, general surgery):
    Aim for 235–245 to stand out.
  • Highly competitive (derm, plastics, ortho, ENT, neurosurgery):
    You’ll want 250+, with many successful applicants scoring 255–260+.

 

These aren’t hard cutoffs, but they reflect trends in match data and program director surveys. Remember that residency programs are doing more holistic reviews of applications now but Step 2 scores do still matter quite a bit and a great score can help you stand out. 

 

For IMG and DO students applying to competitive specialties or programs that historically have prioritized MD candidates, it is especially important to show that you can score within or even better, above the average score range for that specialty. This will reassure programs that you’re able to excel academically and pass challenging board exams, which are qualities that are highly valued by many programs across the United States. 

 

Why Your First Attempt Is Critical

Unlike the MCAT, if you pass Step 2 CK, you cannot retake it for a better score. Programs see all attempts, and a failure is a red flag. So, your first attempt is your only shot if you pass, so it needs to be your best shot.

 

So it probably goes without saying that it is extremely important to start preparing early (even during your core rotations). Use UWorld and NBME practice exams. Simulate test conditions and pace yourself so that you can get realistic practice for the real deal.

 

Tutor Tips for Step Success

  1. Treat Step 1 seriously even though it’s pass/fail. It builds your Step 2 foundation.
  2. Start Step 2 prep during rotations. Learn actively as you go.
  3. Use UWorld questions daily. Don’t wait until the end.
  4. Take NBME practice tests seriously. They’re your best predictors.
  5. Know your specialty’s score expectations. Dermatology ≠ Family Medicine.

 

Takeaway

  • Step 1: Pass/fail, but use it to learn deeply for Step 2.
  • Step 2 CK: Aim for at least 245, but target 250+ if you’re going for competitive specialties.

 

Unlike the MCAT, there are no do-overs on Step 2 if you pass, so make that first attempt count.

 

Residency programs still care about your scores, but they also care about your letters, your story, and your fit. Play the long game, prep smart, and you’ll put yourself in a strong position to match into the specialty you love. 

 

If you’re looking for expert advice on preparing for USMLE exams or putting together the optimal residency application, feel free to reach out to EMP to be strategically paired with an expert tutor to help you reach your test score and residency matching goals!

Above the Ears • LITFL • Emergency Procedures

Securing the endotracheal tube (ETT) for neuroprotection

The airway does not end once the tube passes the cords

Case: A 28-year-old male is brought to the Emergency Department after a high-speed motorcycle collision. He is combative, confused, and vomiting. Initial observations reveal:

  • GCS 7 (E1 V2 M4)
  • Unequal pupils
  • Hypertension and bradycardia
  • Bleeding from the scalp and face
  • Oxygen saturations are falling despite high-flow oxygen

Rapid sequence intubation is performed for airway protection and anticipated neurological deterioration. Following confirmation of tube placement, attention turns to securing the ETT.

Instead of passing tube ties circumferentially around the neck, the airway team secures the tube using cloth ties positioned superiorly above the ears and around the occiput while preparing for rapid transport to the CT scanner.

Why above the ears? What is the neurophsiology behind it?

The cranial vault is a fixed space governed by the Monro–Kellie Doctrine. Brain tissue, blood, and cerebrospinal fluid coexist within a rigid skull. When one component increases, another must decrease to prevent intracranial pressure rising.

In severe traumatic brain injury:

  • Cerebral oedema develops
  • Venous congestion worsens
  • Autoregulation may fail
  • Small increases in venous pressure can significantly increase ICP

Anything that impedes cerebral venous outflow may worsen secondary brain injury.

Circumferential neck ties can theoretically:

  • Compress the jugular veins
  • Increase cerebral venous congestion
  • Impair venous drainage from the brain
  • Contribute to elevated ICP

This is particularly relevant in patients with:

  • Severe TBI
  • Cerebral oedema
  • Intracranial haemorrhage
  • Raised ICP
Why not just tape the tube as intensive care does?

Airway management and resuscitation in the pre-hospital or emergency department settings often occur under time-critical and at times chaotic conditions. In general the intensive care unit or operating theatre provides for a more controlled environment. Head-injured patients are frequently diaphoretic, contaminated with blood or vomitus, immobilised in cervical collars or head blocks. In this setting, adhesive tape fixation of the endotracheal tube can be unreliable and prone to loosening or dislodgement, particularly during repeated patient handling and movement to CT.

The priority during the initial resuscitation phase is rapid stabilisation, neuroprotection, and safe transfer rather than meticulous tape fixation. Cloth tie fixation above the ears in neurotrauma patients provides rapid, secure airway stabilisation in difficult conditions.

Definitive adhesive taping or commercial fixation devices can then be applied later in a more controlled environment, such as ICU or theatre, once the patient is stabilised and facial contamination has been addressed.

The practical approach

A simple approach to securing the ETT involves:

  1. Confirm ETT placement
  2. Apply soft cloth tube ties
  3. Place ties superiorly over the zygomatic arch, then over the ears
  4. Secure behind the occiput rather than around the neck
  5. Ensure adequate fixation without excessive tension

Care must still be taken to:

  • Prevent tube migration
  • Avoid pressure injuries to the ears
  • Frequently reassess tube depth
  • Maintain cervical spine precautions if required
Caveats and review of the evidence

The rationale for avoiding circumferential neck ties in severe neurotrauma is supported by the principles described in the non-fatal strangulation literature. Studies examining neck compression show that even small amounts of external pressure can impair venous and arterial flow within the neck. Occlusion may occur with forces well below what an adult hand can easily generate. For example jugular venous occlusion with 4 psi of external pressure and carotid artery compression with 11 psi of external pressure

Venous obstruction occurs before arterial compromise, resulting in cerebral venous congestion and rising intracranial pressure before any significant reduction in arterial inflow. Although ETT ties are not equivalent to strangulation, the principle is still relevant in the severely head-injured patient. Cerebral venous drainage may already be impaired by cerebral oedema, cervical collars, suboptimal positioning, and positive pressure ventilation.

In the environment of emergency airway management, additional neck compression from circumferential tube ties may represent another potentially avoidable contributor to impaired cerebral venous outflow. Avoiding tight neck fixation and placing ties above the ears represents a simple, low-cost neuroprotective strategy aimed at minimising resistance to jugular venous drainage during the early resuscitation phase.

There is limited direct evidence proving that above-ear fixation reduces intracranial pressure or improves neurological outcomes. The concept should still sit within the broader neuroprotective strategies aimed at optimising cerebral venous return such as:

  • Head elevation to 30 degrees
  • Neutral neck positioning
  • Avoidance of jugular venous compression
  • Judicious use of PEEP when appropriate
  • Careful cervical spine precaution management
References

Emergency nurse with ultra-keen interest in the realms of toxicology, sepsis, eLearning and the management of critical care in the Emergency Department | LinkedIn |

CT Case 108 • LITFL • CT scan interpretation

This patient has a jejuno-jejunal intussusception.

Intussusception is the invagination of a part of the intestine into itself. The most common location of intussusception occurs at the ileocecal junction (1). If left untreated these lesions may lead to bowel obstruction, ischaemia, and perforation.

Diagram of intussusception of the bowel. Created by Wiki Commons user BruceBlaus

A lead point is found in only 25% of cases. This is a lesion that is trapped by peristalsis and results in invagination of bowel into itself. There are several causes of lead points including Meckel diverticulum, polyps, cysts, tumours, haematomas, and vascular malformation (3). Lead points are more commonly found in adults compared to children, with neoplasm being the most common lead point in adults (4).

The peak incidence of intussusception is in young children between 4 and 36 months of age (2) and is a rare but often missed diagnosis in adults. Children usually present with abdominal pain and vomiting, and may develop a sausage-shaped mass palpable in the right lower quadrant of their abdomen. Bloody stools with a jelly-like appearance is classically described, but this is a late finding as it caused by mucosal sloughing and gross bleeding. Intussusception is the leading cause of bowel obstruction in this population.

Adults often present with vague symptoms such as abdominal pain, nausea, and constipation; only 1-5% of mechanical bowel obstructions in adults are due to intussusception (5).

Small bowel intussusception is sometimes found incidentally on CT, and the majority of these cases are transient and have little clinical significance. These episodes can be managed with observation alone if they are of short duration and have minimal symptoms. Follow up imaging may be obtained to confirm resolution where there are concerns of a lead point or bowel obstruction.

Treatment is guided by the location of the intussusception and the clinical stability of the patient. Non operative reduction with hydrostatic or pneumatic enema is the preferred treatment modality for children with ileocolic lesions who are stable. Surgery (reduction +/- bowel resection) is reserved for unstable patients, those with intestinal perforations, or where non operative reduction has been unsuccessful.

This patient was thought to have neuropathic abdominal pain caused by his recent inguinal hernia repair. The CT finding of an intussusception was thought to be an incidental finding due to the lack of obstructive symptoms and the clinical site of pain not matching the radiological site of intussusception. He was discharged with an outpatient MRI arranged to further assess the lesion.

How to Rank Residency Programs Strategically

If you’ve reached the point where you’re staring at your ERAS interview spreadsheet, a color-coded Google Doc, and five half-finished notes titled “RANK LIST???” – congratulations. You survived residency interview season. Now comes the part that feels both empowering and terrifying: making your rank list.

 

Ranking residency programs sounds straightforward, but it often becomes one of the most anxiety-inducing parts of the Match. You’re told to “trust your gut,” “rank based on fit,” and “don’t play games with the algorithm”, all true, but also not super helpful when you’re trying to make real decisions based on your competitiveness, your preferences, and your realistic chances.

 

This blog post is here to make the process feel less overwhelming and a lot more strategic. Because yes, the NRMP algorithm favors your preferences… but strategy still matters, especially for applicants on the more competitive or less competitive ends of the spectrum.

 

Let’s walk through what truly matters, how to think clearly when you’re objectively stressed, and how to structure a rank list that aligns with both your dreams and your reality.

 

First: How the Match Algorithm Actually Works (in Plain English)

Before we talk strategy, let’s demystify the system. The Match algorithm is applicant-proposing, meaning it tries to place you into the highest-ranked program on your list that also wants you. It does not punish you for ranking something high. It does not reward you for trying to guess how programs ranked you.

 

Your list should represent:

  1. Where you truly want to train
  2. The order you truly prefer

 

The algorithm won’t say:

  • “Oh, she ranked Harvard too high, she’s unrealistic.”
  • “He should’ve put MidState first; that was a safer option.”

 

Nope. It simply tries to place you at #1 → #2 → #3 → etc. And the algorithm favors the applicant, meaning that it tries to place applicants are their top programs first until all the spots at a program fill, not the other way around!  So if the algorithm isn’t “strategic,” why do we talk about strategy?

 

Because you are a human being with emotions, anxieties, risk tolerance, competitiveness, and life constraints. And “rank where you want” often oversimplifies the personal side of the equation.

 

Step One: Understand Your Applicant Category

Not every applicant should structure their list the same way. Your competitiveness shapes your strategy more than anything else. Below are the three broad categories students typically fall into. Be honest with yourself, this isn’t about self-judgment; it’s about clarity and pragmatism.

 

1. Strong Candidates (“I Will Probably Match Somewhere I Interviewed”)

You likely fit here if:

  • You received many interviews (often 12-18+ for competitive specialties)
  • You consistently felt strong vibes and positive feedback from interviewers
  • Your application metrics, letters, and CV are well above the median for the field
  • You don’t have major red flags

 

Strategy for this group:
Lean into your genuine preferences. Rank programs exactly in the order you want. You don’t need to “game” anything, and you won’t benefit from placing safety programs at the top. If fact, if the safety programs ranked you highly this would just make it more likely that you would match there instead of where you really want to be. 

 

Strong candidates sometimes sabotage themselves by over-strategizing. Don’t do this. Trust the process. Remember how the match algorithm favors your list.

 

2. Mid-Range Candidates (“I’m Competitive Enough, but I Can’t Be Cocky”)

You likely fit here if:

  • You have a solid but not superstar application
  • You got 8-12 interviews (fewer for highly competitive specialties, more for less competitive ones)
  • You didn’t get overwhelming “we loved you” energy from most programs but did get mostly positive feedback
  • Your metrics are at or slightly above/below the specialty median
  • You have okay but not exceptional research

 

Strategy for this group:
Still lead with your heart, but include your head.
Your top 3-5 can absolutely be “reach” programs you loved. But after that, you should:

  • Rank every program where you had a neutral-to-positive experience
  • Avoid excluding programs just because they are less prestigious
  • Place programs with genuine fit or supportive vibes above programs you felt uneasy about, even if the latter is more “name brand.”

This is the sweet spot where both preference and prudence matter.

 

3. Higher-Risk Candidates (“I’m Worried About Matching”)

You likely fit here if:

  • You received fewer interviews than your specialty’s recommended minimum
  • You were told by advisors that your application is below average
  • You applied more broadly than peers
  • You didn’t feel strong connections on interview day
  • You have a red flag (exam failures, leave of absence, professionalism issues, limited research in a research-heavy field, etc.)

 

Strategy for this group:
You must create a list that maximizes your chances of matching.

That means:

  • Rank every program where you interviewed, unless you truly would rather not match than be matched at a certain program
  • Place programs where you felt welcomed, supported, and comfortable higher than programs with prestige but questionable warmth
  • Avoid letting ego sway you: safety programs belong high on your list if they offer a strong, supportive training environment
  • Don’t get caught up in what your classmates are doing, your risk level is different, and your ranking strategy should reflect that

Students in this group match every year, but the ones who don’t often created lists that were too short or too prestige-driven.

 

Step Two: Create Your “Gut List” Before You Overthink Anything

Before spreadsheets…
Before asking your partner…
Before crowd-sourcing opinions from Reddit…

Sit down and write your raw, instinctive ranking based solely on how you felt at each program.

 

Not how nice the call rooms were.
Not the salary and time off.
Not the board pass rates.
Just: Where did I feel like myself? Where did I feel safe, supported, and seen?

This first list sets your baseline preferences before you introduce strategy.

 

Step Three: Adjust Based on Real-World Factors (Without Letting Fear Take Over)

After your “gut ranking,” the next step is refining it with practical considerations. Some of the biggest factors students end up weighing include:

 

Location

Could you actually thrive here for 3-7 years? Weather, support system, personal life, safety, family proximity, all matter more than you think.

 

Program Culture

Did the residents look exhausted or happy? Were faculty approachable? Could you ask “dumb” questions without fear?

 

Training Style

Some programs are high-volume and intense; others are nurturing and educationally focused. Which suits you?

 

Lifestyle Outside Training

Do you have a family to support? Think about how salary and cost-of-living in certain areas will affect the lifestyle you want and the one you will be able to afford. 

 

Career Goals

Want academics? Consider programs with fellowship pipelines.
Want community practice? A clinically heavy program may suit you better.

 

Wellness

What are the call schedules like? How are the wellness initiatives? Did residents feel burnt out or supported? Once you’ve considered these real factors, your list will start to shape itself.

 

Step Four: Incorporate Your Competitiveness Into the Final Structure

Here’s how to combine everything, your gut list, your real-life priorities, and your competitiveness, into a strategic final list.

 

If You’re Strong:

Keep your list preference-driven from top to bottom.
Your risk is low. The algorithm is on your side.

 

If You’re Mid-Range:

Preference drives the top half.
Practicality shapes the bottom half.
Your mid-tier programs matter a lot.

 

If You’re High-Risk:

Supportive programs outrank prestigious ones.
Breadth is your friend.
Leave every viable program on the list.
Your best match is the place that wants you, and will help you thrive.

 

Step Five: Don’t Try to “Game” How Programs Ranked You

Every year, students try to guess:

  • Which interviewers “liked them”
  • Whether their post-interview communication meant anything
  • Whether silence meant rejection
  • Whether a PD was bluffing or sincere

This is a losing game.

Programs rank students for reasons you will never know and can’t accurately predict. Let go of trying to read between the lines. Rank programs based on your preferences and training needs, not your detective work.

 

Step Six: A Final, Grounding Perspective

Your rank list is important, but it is not the determinant of your worth, talent, or future success.

Great doctors come from all programs, prestigious and not.
Supportive programs create confident physicians.
And the “perfect” program is the one where you feel valued, safe, and able to grow.

 

Trust yourself.
Trust your impressions.
Trust that where you match will be the right place to start your career, even if it’s not the place that looked best on paper.

You’ve made it this far. You will land where you are meant to be.

Laboratory Data Standards for Interoperability

In response to a requirement in the Consolidated Appropriations Act, 2023, the ASTP/ONC prepared a report on the use of data standards for laboratory data exchange. The report explores data standards adoption and impact at each step of the laboratory workflow, from ordering through sharing the results with patients, providers, public health agencies, and more. This report is grounded in independent research, consultation with subject matter experts, and interviews and input from across the laboratory ecosystem. Additionally, ASTP/ONC lays out areas for improvement and a future vision to further enhance interoperability and exchange of laboratory data.

Laboratory information is critical to medical care, public health, and clinical research, and virtually every person who has received medical care has experienced some type of laboratory testing. The timely and precise reporting of laboratory testing results reduces the risk of diagnostic error and enhances the overall quality of care. Laboratory testing results are often the primary signal shared with public health agencies to alert them to potential public health events, and laboratory data are a critical component of real-world data used to improve healthcare practices. Despite progress in recent years, clinical laboratories still face obstacles with widespread adoption and consistent implementation of data standards. These standards create a shared understanding of data across systems, which is foundational for access to laboratory data.

Improving laboratory data interoperability is a complex task, requiring a multi-faceted approach and years of incremental improvements. The ASTP/ONC report highlights several challenges across the laboratory ecosystem, such as a lack of incentives to do resource-heavy upgrades, habitual use of local or custom codes, delays in updating of terminology and exchange standards, and insufficient training and support. ASTP/ONC explores actionable solutions to address these issues, including incentivizing and requiring laboratories to conform to common standards, conditioning the receipt of federal funding on the use of certified health IT, modernizing public health laboratory technologies, and promoting participation in the Trusted Exchange Framework and Common Agreement™ (TEFCA™). With these actions, laboratory interoperability can become less burdensome and more efficient, and can help patients, clinicians, and researchers receive timely access to information that can improve the quality of care.

Best Online POCUS Courses • LITFL • Online Medical Education

Point-of-Care Ultrasound Training

Scouring the web for the best POCUS course recommendations is time-consuming and complicated. Here we summarise the key features of online courses including the pros and cons of each platform and a glimpse of their pricing options.

POCUS Course selection criteria

Courses included met the following criteria:

  • English language
  • Structured training that provides learners with a clearly defined learning path
  • Easily accessible online, with no need for a formal application process
  • Access to pricing and other course details without any requirement to register for an account first
  • Provides more than a collection of examples, references, and/or practice cases
  • Offers a range of learning opportunities from foundational to advanced levels
  • Relevant to most healthcare professionals, including physicians, advanced practice professionals, and nurses
  • Courses can be easily found in Google search results
  • Providers must not prevent UK and EU residents from accessing their website

The Top Paid Resources

1. Gulfcoast Ultrasound Institute

The Gulfcoast Ultrasound Institute has provided CME for over 200,000 medical professionals since 1985. Every Gulfcoast Ultrasound POCUS course qualifies for AMA PRA Category 1 Credits™. They offer over a dozen online point-of-care ultrasound training courses. 

Online-only POCUS courses include 1 year of access, with CME credits available at an additional fee. 

For pricing, if you look at what you’d be paying per CME credit, the type of pricing you’ll see includes about 118 USD per CME credit with Musculoskeletal Soft Tissue Certificate Review, and about 44.50 USD per CME credit with POCUS Emergency Medicine Ultrasound Certification Review.

Pros

  • Long track record in teaching ultrasound is one of many reasons they made this list of options for the best POCUS course online. 
  • ACCME-accredited
  • Variety of POCUS topics, including MSK, vascular, cardiac, OB, and more.

Cons

  • The price is higher than that of several other providers.
  • To earn CME, there are additional fees.

Pricing

Examples of course pricing include:

2. American College of Physicians

The American College of Physicians (ACP) offers a few high-quality online learning options.

They have an online point-of-care ultrasound course collection that covers common applications of POCUS in internal medicine, placing an emphasis on image analysis. Each module provides 1, 1.25, or 1.5 CME credits, and they’re all accredited by ACCME, so that you can earn AMA PRA Category 1 Credits™.

Some of the POCUS topics covered include the following:

  • How to get adequate images
  • Lung and cardiac ultrasound
  • Intra-abdominal free fluid
  • Urinary system
  • DVT
  • Upper and lower extremity MSK ultrasound
  • AAA

Pros

  • The ACP is a reputable and trustworthy organisation worth considering if you’re narrowing down your options to find the best POCUS course for your needs.
  • Affordable prices
  • Point-of-care ultrasound CME that covers several topics

Cons

  • The ACP offers only 13 online courses, and the reviews for these courses come from the ACP itself rather than Trustpilot or Google Reviews.

Pricing

  • POCUS Online Learning Activities – 50 USD/module for nonmembers, and free for ACP members
  • ACP membership is billed annually at 324 USD for physicians 7 years or less beyond medical school, or 565 USD for physicians 8 years or more beyond medical school

3. 123sonography

123sonography exclusively offers ultrasound-focused courses, including POCUS ultrasound courses. With over 200 reviews on TrustPilot, they have a rating of 4.7 out of 5. Not all of their courses provide AMA PRA Category 1 Credits™ but many do, including 5 of 7 POCUS courses. 

Their POCUS course offerings include: 

  • Emergency and Critical Care Ultrasound Essentials
  • Emergency Ultrasound BachelorClass
  • POCUS FocusClass
  • POCUS FocusClass: Abdomen Focus
  • POCUS FocusClass: Heart Focus
  • Prehospital Point-of-Care Ultrasound
  • OB/GYN FocusClass: POCUS Applications

Pros

  • Offers an extensive range of ultrasound-focused courses, making it one of the best POCUS course libraries online.
  • Many courses are ACCME-certified and provide AMA PRA Category 1 Credits™.
  • 30-day money-back guarantee that provides a 100% refund.

Cons

  • Courses are more expensive, and not all courses provide CME.

Pricing

  • Courses are priced individually, with a minimum 4-month subscription required. 
  • Example of pricing:
    • POCUS FocusClass (6 AMA PRA Category 1 Credits™)
      • Monthly pricing at 169 USD/month for a minimum of 4 months (minimum 676 USD). That works out to 112.67 USD per CME credit
      • One-time payment pricing as follows:
        • 950 USD for 6-month access
        • 1330 USD for 12-month access
        • 2280 USD for 24-month access

4. SonoSim

SonoSim provides a range of interactive, multimedia, peer-reviewed courses focusing on POCUS and other aspects of ultrasound. They have 3 POCUS course bundles, plus several courses you can purchase individually (and over 200 cases to practice on). Topics covered include the following:

  • FAST
  • eFAST
  • RUSH
  • Cardiac bedside ultrasound
  • OB ultrasound

You can practice scanning virtually with their SonoSimulator® probe, a device that simulates a real ultrasound probe and connects to your laptop. Download their mobile app to learn on the go and test your knowledge with practice quizzes.

Pros

  • SonoSim offers a range of ways to engage with the content, including courses, the SonoSimulator® probe, quizzes, and quick references viewable on any device, which places it on the best POCUS course list. 
  • Provides AMA PRA Category 1 Credits™ (may incur additional cost depending on whether the course is purchased as an individual or through an institution).

Cons

  • More expensive 
  • You need to purchase the SonoSimulator® Probe for 249 USD along with the courses.
  • Customers outside the USA and Canada cannot return their purchases.
  • The app has 11 reviews on the Google Play Store with an average rating of 3.4/5. The website has no reviews on TrustPilot or Google Reviews.

Pricing

  • Purchasing each POCUS course gives you access for 1 year.
  • Your course purchase includes a free first year of membership, waiving the 295 USD annual fee.
  • Here are some examples of prices:

5. Core Ultrasound

Core Ultrasound has earned the trust of over 100 institutions worldwide for point-of-care ultrasound training, and their CME courses qualify for AMA PRA Category 1 Credits™. They have offerings geared towards different experience levels, including medical students, trainees, and advanced users. 

Their POCUS course library includes: 

  • Fundamentals, covering major areas of diagnostics and procedural POCUS
  • Core Q-Bank, a large question bank of bedside ultrasound pathology
  • Critical Care Ultrasound, focused on POCUS applications in critically ill patients  
  • SonoAnatomy, a beginner ultrasound course designed for medical students

Pros

  • Some of their course offerings allow you to earn AMA PRA Category 1 Credits™.
  • Prices are reasonable.

Cons

  • The course offerings are limited.

Pricing

Pricing is on an annual subscription basis. Bundling items leads to savings, and they offer an All-Access Pass that includes 9 courses (2 of which are CME-certified) and access to 4000 questions.

Examples of prices (CME included):

  • Fundamentals: 199 USD/year (19.5 hours AMA PRA Category 1 Credits™)
  • Core Q-Bank: 199 USD/year (82 hours AMA PRA Category 1 Credits™)
  • All-Access Pass: 599 USD/year (100 hours AMA PRA Category 1 Credits™)

6. POCUS 101

The creators of POCUS 101 are fellowship-trained in POCUS and have taught thousands of students. 

They offer 12 CME credits across 15 POCUS courses, all of which are eligible for AMA PRA Category 1 Credits™. 

Their content is based on user feedback and is worth considering in your hunt for the best POCUS course. These POCUS courses are easy to access on any device, including an app version.

Pros

  • POCUS 101 provides several short courses on a wide range of topics.
  • Membership provides access to all courses.
  • CME-accredited for AMA PRA Category 1 Credits™ (0.5 to 1.5 CME credits per course)

Cons

  • There are no in-depth POCUS ultrasound courses, as each course consists of only a few lessons
  • You cannot purchase individual courses. You need a membership to access courses.

Pricing

  • Prices for membership as follows:
    • Attending – 349 USD/year, including CME
      • Works out to 29.08 USD per CME credit
    • Resident – 249 USD/year, and this only includes certificates of participation, not CME
    • Medical Student – 149 USD/year, and this only includes certificates of participation, not CME

7. Global Ultrasound Institute

Global Ultrasound Institute is a growing community of over 18,000 participants and over 300 POCUS educators. Clinicians in over 124 countries use the Global Ultrasound Institute’s educational materials, including point-of-care ultrasound training. 

They also offer virtual fellowships lasting 6–12 months that provide a more in-depth learning environment and 1:1 coaching. Their courses provide AAFP Prescribed CME credits, which can be claimed as AMA PRA Category 1 Credits™.

Examples of POCUS topics covered include the following:

  • Peripheral nerve blocks
  • Pediatric POCUS 
  • OB POCUS
  • MSK ultrasound
  • E-simulation cases

Pros

  • Global Ultrasound Institute offers a range of online and in-person training, including POCUS course bundles. 
  • Prices are more affordable
  • Access to Sage AI™, the Global Ultrasound Institute’s clinical ultrasound AI assistant, trained with the Institute’s POCUS content and global experts

Cons

  • The CME credits they provide are not specifically AMA PRA Category 1 Credits™; however, the AAFP’s credit equivalency agreements are available here.

Pricing

  • Online courses cost 309 USD/year, with discounts for professionals who are in training, support underserved communities, or work in low or middle-income countries.

8. POCUS Focused

POCUS Focused is a POCUS ultrasound course provider geared towards an assortment of specialities within medicine:

  • Emergency medicine
  • Internal medicine
  • Family medicine
  • Pre-hospital healthcare professionals

Using case studies, quizzes and interactive activities, they make sure that the information in their courses is easy to remember. 

Their POCUS course catalogue includes:

  • Practical Scanning
  • eFAST Examination
  • Cardiac Core and Advanced TTE
  • Lower extremity DVT
  • Pediatric Abdomen
  • Abdominal Aorta
  • Thoracic
  • Gallbladder
  • OB 

Some courses can be purchased individually for 12-month access, or you can purchase a subscription giving you access to multiple courses suited to your speciality for 1 month, 6 months, or 1 year.

Pros

  • Costs are reasonable
  • Wide variety of topics covered
  • Can earn CME credits

Cons

  • Subscriptions indicate how many POCUS courses you have access to, but it is unclear how many CME credits you can earn.

Pricing

Individual POCUS course purchases provide 12-month access and clearly indicate CME credits earned. Examples include:

  • eFAST Examination POCUS Course: 229 USD (6 CME credits)
    • works out to 38.17 USD per CME credit
  • Cardiac Core TTE POCUS Course: 179 USD (4 CME credits)
    • works out to 44.75 USD per CME credit
  • First Trimester OB POCUS Course: 129 USD (4 CME credits)
    • works out to 32.25 USD per CME credit

Subscription pricing varies depending on whether you’re a trainee, advanced practice professional, or attending physician. Subscriptions offer many courses, according to speciality:

  • Emergency Medicine Attending Physician POCUS Subscription with CME (includes 23 courses): 69 USD/month, 349 USD/6 months, or 599 USD/year
  • Emergency Medicine APP POCUS Subscription with CME (includes 23 courses): 59 USD/month, 299 USD/6 months, or 499 USD/year
  • Hospitalist & Primary Care Attending POCUS Subscription with CME (includes 18 courses): 69 USD/month, 349 USD/6 months, or 599 USD/year

9. USabcd

USabcd has served over 40,000 clinicians across 25 countries. In addition to their in-person workshops, they also provide a small selection of online POCUS courses, including:

  • Essential Emergency Ultrasound
  • Airway Ultrasonography
  • Abdominal Ultrasound for Free Fluid (FAST)

Their self-study online courses are not accredited for CME unless you also attend one of their in-person workshops, for which the organisers successfully applied for CME accreditation.

Pros

  • While this provider has a smaller selection of courses, the online point-of-care ultrasound course options are very reasonably priced, and some are free.
  • Access to e-courses is lifelong, as long as you have an account with USabcd.

Cons

  • Limited POCUS course offerings
  • E-courses are not CME-accredited on their own. CME points can be earned when an e-course is combined with a hands-on workshop.
Final verdict on the best POCUS course provider

Extensive research led us to this final list of the best POCUS courses online, narrowed down to the top 10 options.

Most clinicians will find that Gulfcoast Ultrasound Institute is the best option. It has a world-class reputation and still charges a reasonable price for its courses, at about 118 USD per CME credit or less. The slightly more expensive courses offer between 6 and 12 hours of instruction, making them worth the price. 

An extensive community of medical professionals has benefited from their courses, and their CME credit offering is substantial! They offer dozens of courses, both online and in-person, keeping class sizes small so you get the instructor’s attention. 

Specific features of other options might sway you in another direction, such as Sonosim’s SonoSimulator® probe for hands-on practice or Core Ultrasound’s question bank to help you become well-versed in ultrasound pathology.

Free #FOAMed resources

LITFL: POCUS Made Easy

This article covers the following topics within POCUS:

  • POCUS – eFAST
  • POCUS – AAA
  • POCUS – Basic Echo
  • POCUS – Lung
  • POCUS – DVT
  • POCUS – Gallbladder
  • POCUS – Renal
  • POCUS – CLUE Protocol
  • POCUS – RUSH Protocol
  • POCUS – Fascia Iliaca Nerve Block
  • POCUS – Ultrasound Guided Vascular Access
The POCUS Atlas
  • A library of images related to ultrasound, and an atlas showing how to use ultrasound to provide evidence
Ultrasound G.E.L. Podcast
  • Podcast that discusses recent POCUS literature
  • Includes books, podcasts, and apps
RESUS Ultrasound
  • An app demonstrating the use of POCUS in emergency and critical care settings

AEUS Narrated Lecture Series

  • The Academy of Emergency Ultrasound (part of the Society for Academic Emergency Medicine) designed this online lecture series for emergency physicians in training.
  • You can watch the lectures on the AEUS YouTube channel without a membership. 
Additional Resources

MBBS DDU (Emergency) CCPU. Adult/Paediatric Emergency Medicine Advanced Trainee in Melbourne, Australia. Special interests in diagnostic and procedural ultrasound, medical education, and ECG interpretation. Co-creator of the LITFL ECG Library. Twitter: @rob_buttner

BA MA (Oxon) MBChB (Edin) FACEM FFSEM. Emergency physician, Sir Charles Gairdner Hospital. Passion for rugby; medical history; medical education; and asynchronous learning #FOAMed evangelist. Co-founder and CTO of Life in the Fast lane | On Call: Principles and Protocol 4e| Eponyms | Books |

Airway Foreign Bodies • LITFL

OVERVIEW

Airway foreign bodies (AFBs) are potentially life‑threatening

  • AFBs predominantly affect children under 5 years and adults over 65 years – they are rare in other age groups
  • A foreign body is any object or substance that is not naturally found in the body and is present where it does not belong.
  • Presentations are often subtle – only ⅓ of FB aspirations are recalled by adults – and are misdiagnosed as asthma, COPD, pneumonia, or malignancy. 
  • CT is highly sensitive, but radiolucent organic material may be missed — persistent suspicion mandates bronchoscopy.
  • In ICU settings, bronchoscopic foreign body removal is usually performed for blood clot removal or aspirated foreign bodies in the setting of trauma 

Flexible bronchoscopy is first‑line in most adults (>90% success), while rigid bronchoscopy remains essential for large, sharp, proximal, or asphyxiating objects.

CAUSES & RISK FACTORS

In general, consider:

  • Impaired swallow (stroke, neuromuscular disease)
  • Reduced cough reflex (sedation, intoxication)
  • Altered mental status
  • Dental procedures, poor dentition
  • Elderly patients with occult aspiration

In critical care settings, also consider:

  • Head and facial trauma (especially if associated with altered mental status)
  • Bleeding (pulmonary haemorrhage or aspiration of blood from other sources, e.g. epistaxis)
  • Iatrogenic (e.g. artificial airway fragments from ETT cuff rupture, suction catheter tips, bite block fragments, bronchoscopy tool failure, or tracheostomy care)
  • Inhalational injury debris (e.g. burns, soot inhalation)
  • Mucus plugs, obstructing casts, bronchiolitis (e.g. prolonged sedation and ventilation, ineffective cough, severe lung inflammation, chronic lung disease)

One may argue whether blood and mucus are really “foreign” as they are not from an exogenous source, however they can be treated as “endogenous” foreign bodies.

PATHOPHYSIOLOGY

Location of FB lodgement

  • The right main bronchus is the most common site of lodgment
    • Occurs in 60–70% of cases
    • due to its larger diameter, shorter length, and more vertical angulation compared to the left main bronchus
  • FB location varies with patient positioning during aspiration and may occur anywhere within the respiratory tract
  • In children, foreign bodies are more likely to lodge in the subglottic region or proximal trachea due to their smaller airway caliber, and life-threatening airway obstruction is more likely

Pathophysiological effects

  • Mechanical obstruction – foreign bodies block airflow at the larynx, trachea, or bronchi.
    • Complete obstruction → no airflow → rapid hypoxia → LOC → arrest (classic in laryngeal/tracheal impaction) 
    • Partial obstruction → turbulent flow, wheeze, cough, stridor
    • Distal obstruction → segmental/lobar collapse or hyperinflation depending on valve effect
  • Valve (ball‑valve) physiology – airflow pattern varies according to nature of airflow obstruction:
    • Check‑valve (ball‑valve): air enters but cannot exit → air trapping, hyperinflation, mediastinal shift
    • Stop‑valve: no air entry or exit → atelectasis
    • Bypass‑valve: partial obstruction → wheeze, recurrent infection
  • Local mucosal injury – foreign bodies cause:
    • Pressure necrosis
    • Ulceration
    • Granulation tissue formation
    • Bleeding (especially with sharp or organic material)
    • Chronic inflammation
  • Infection and impaired clearance
    • Obstruction impairs mucociliary clearance → stasis → bacterial overgrowth.
    • Leads to post‑obstructive pneumonia, abscess, fever, productive cough
    • Particularly common with organic material (nuts, seeds) which absorb water and swell, worsening obstruction
  • Chemical and inflammatory reactions
    • Some organic foreign bodies release oils and proteins that cause an intense inflammatory response (e.g. Nuts can cause llipid pneumonia, plant matter may lead to granulomatous reactions).
    • Batteries (rarely inhaled) cause caustic injury within a few hours
    • Pill aspirations are also concerning, e.g. iron tablets → rapid disintegration → chemical necrosis → bronchial stenosis; tablet often unrecognisable on bronchoscopy and may require tissue biopsy to to identify iron deposits.
  • Impaired gas exchange due to obstruction
    • Ventilation-perfusion (V/Q) mismatch
    • Shunt physiology (atelectasis)
    • Dead space (hyperinflated but poorly perfused segments)
    • Hypoxia and respiratory distress

CLINICAL FEATURES

Children:

  • typically present with acute, severe symptoms
  • greater risk of immediate life-threatening obstruction

In ambulatory patients:

  • Chronic cough (60–85%)
  • Dyspnoea
  • Unilateral wheeze
  • Recurrent same‑lobe pneumonia
  • Haemoptysis
  • Chest pain
  • Up to 10% asymptomatic

In patients who are intubated and ventilated:

  • Clinical findings
    • Hypoxia or rising CO₂ not explained by other causes
    • Failure to improve with suctioning (suction is often effective for proximal mucus plugs)
    • Difficulty hand‑bagging: increased resistance, poor chest rise
    • Unilateral breath sounds: decreased or absent on affected side
    • Unilateral hyperinflation or collapse on exam or imaging
    • Wheeze or high‑pitched sounds audible through the ventilator circuit
  • Ventilator findings
    • Sudden rise in PIP with normal plateau pressure → increased airway resistance
    • High PIP + high plateau if distal collapse or hyperinflation develops
    • Low delivered tidal volumes despite unchanged settings
    • Obstructive flow waveform: scooped expiratory limb, incomplete return to baseline
    • Auto‑PEEP / air trapping, prolonged expiration
  • Haemodynamic instability in severe obstruction due to hypoxia or dynamic hyperinflation (tachycardia, hypotension)
  • Post‑obstructive changes
    • fever, consolidation, collapse on CXR
    • Other complications (see below)

COMPLICATIONS

Acute

  • Asphyxia and respiratory arrest (especially laryngeal/tracheal FBs)
  • Severe respiratory distress, cyanosis
  • Stridor, choking, drooling
  • Haemoptysis
  • Pneumothorax (from distal air trapping)
  • Failure to ventilate during resuscitation

Subacute

  • Persistent cough, wheeze, dyspnoea
  • Recurrent or non‑resolving pneumonia
  • Fever
  • Unilateral decreased breath sounds
  • Hyperinflation or collapse on imaging

Chronic (occurs when diagnosis is delayed, such as when aspiration is unwitnessed)

  • Bronchiectasis (due to chronic infection/inflammation)
  • Pulmonary abscess
  • Granulation tissue and potential for fixed airway stenosis
  • Chronic cough and wheeze
  • Lobar collapse
  • Bronchial strictures
  • Misdiagnosis as asthma, COPD, malignancy

INVESTIGATIONS

Bedside

  • Ventilator waveform analysis (in intubated patients)
    • increased airway resistance, air trapping, obstructive flow pattern (inferred from standard ICU practice; not directly cited in search results)
  • Capnography
    • shark‑fin waveform, delayed upstroke, rising EtCO₂ with obstructive physiology
  • Blood gas
    • hypoxia, hypercapnia, respiratory acidosis in significant obstruction 
  • Bedside spirometry
    • obstructive pattern, flattened expiratory limb, variable intrathoracic obstruction appearance
    • Decreased peak expiratory flow

Imaging

  • Chest X‑ray
    • may show radio‑opaque FB but only directly visualises about 25% of airway FBs
    • Indirect features are more common: segmental/lobar collapse, unilateral hyperinflation, mediastinal shift, post‑obstructive consolidation, or pneumothorax
    • normal CXR does NOT exclude FB (~35% of presentations have normal CXRs)
    • Inspiratory/expiratory films (or lateral decubitus in non‑cooperative patients) may show air trapping on expiratory view, asymmetric lung inflation 
  • CT chest
    • High sensitivity (98.8%) and specificity (96.6%) reported
    • Defines site, size, shape, density, complications
    • Radiolucent organic material may still be invisible
    • Virtual bronchoscopy may assist planning of removal
    • Indirect features may be seen: airway obstruction, atelectasis, hyperinflation, post‑obstructive infection
    • often used when diagnosis uncertain 
  • Lung ultrasound
    • emerging modality
    • may show absent lung sliding, atelectasis, or consolidation in affected region 

Other

  • Flexible bronchoscopy
    • definitive diagnostic test
    • directly visualises FB and associated granulation, mucosal injury, purulence, or airway collapse
    • also therapeutic in many cases (allows removal)
  • Rigid bronchoscopy
    • used when flexible bronchoscopy fails or for large/complex FBs
    • confirms diagnosis and allows removal 

MANAGEMENT

From a management perspective, AFB presentations fall into two major categories:

  • Asphyxiating — immediately life‑threatening, requires rigid bronchoscopy
  • Non‑asphyxiating — stable, allowing planned evaluation, with flexible bronchoscopy 

Resuscitation

  • Assess for immediate life threat (asphyxiating AFB)
    • Severe respiratory distress, hypoxemia (e.g. SpO2
    • Inspiratory or biphasic stridor, inability to vocalise
    • Loss of consciousness, cardiac arrest
  • Conscious patient with suspected AFB
    • Effective cough present
      • Encourage coughing
      • Keep patient calm, avoid agitation
      • Position upright/ semi-upright in position of comfort
      • Do not perform back blows or abdominal thrusts
      • Continuous monitoring; prepare for deterioration
      • Avoid positive pressure ventilation if possible, due to risk of FB impaction
    • Ineffective cough / severe obstruction
      • Adults & children >1 year
        • 5 back blows
        • If ineffective perform 5 abdominal thrusts
        • Alternate until relief or patient becomes unconscious
      • Infants (
      • 5 back blows
      • If ineffective perform 5 chest thrusts (no abdominal thrusts).
      • Alternate until relief or unconscious.
  • Unconscious patient with suspected AFB
    • Assess responsiveness; call for help; activate resuscitation team (including senior airway support)
    • Begin CPR immediately (ALS/APLS), beginning with compressions
    • Airway
      • Open airway, look for visible FB prior to ventilations
        • Remove FB only if easily graspable (e.g. with Magill’s forceps)
        • Do not perform blind finger sweeps
      • Attempt bag‑mask ventilation with high flow O2
      • Perform laryngoscopy to remove visible FB using Magills forceps ASAP
        • This must be performed as soon as personnel and equipment are available – do not delay
        • Do not interrupt compressions
      • If unable to remove FB during laryngoscopy
        • If FB is at or above the vocal cords,perform emergency front‑of‑neck access (FONA)
        • If FB is below the vocal cords
          • Perform intentional right main bronchus intubation to advance FB into right main bronchus intentionally
          • Retract ETT back into trachea above carina
          • Position patient right side down to ventilate the left lung
          • If unable to intubate, perform positive pressure ventilation to force FB into either the left or right main bronchus to allow ventilation of one lung
    • Breathing
      • Once airway secured, ventilate with FiO2 1.0 to target SpO2 94-98%
      • Prepare for bronchoscopy (rigid preferred for asphyxiating FB).
    • Circulation
      • Continue standard ALS algorithm if cardiac arrest.
    • Post-resuscitation
      • Supportive care and monitoring (see below)
      • Identify complications (see below)
      • Expedite transfer to OT for bronchoscopy and ensure complete FB removal
  • If complete obstruction with arrest, FB removal takes precedence over all other resuscitation measures
  • Management of asphyxiating AFB

    • Rigid bronchoscopy (gold standard)
      • Advantages: airway control, ventilation capability, large working channel.
      • Technique:
        • Supine with neck extension; shoulder roll/occiput bolster.
        • TIVA (e.g. ketamine/propofol/dexmedetomidine); short‑acting paralytics for intubation.
        • Jet ventilation in children; closed‑circuit ventilation in adults.
        • Systematic airway inspection; flexible scope may be passed through rigid barrel.
      • Extraction principles
        • Three steps: dislodge → secure → remove.
        • Retrieval tools:
          • Graspable: serrated rigid forceps / rat‑tooth forceps.
          • Smooth/rounded: Dormia basket or fish‑net forceps.
          • Organic: cryoprobe (“adheres the object to the frozen probe tip”).
          • Impacted: Fogarty balloon.
          • Sharp: fine grasping forceps with withdrawal into rigid barrel.
          • Granulation‑covered: electrocautery debridement.
          • Large objects → en bloc removal of bronchoscope + forceps + foreign body.
        • Mandatory post‑extraction re‑inspection for residual fragments.
    • Flexible bronchoscopy in asphyxiation
      • Can be used via SGA or ETT when rigid unavailable.
      • Limitations: small working channel, poorer airway and ventilation control, 15–25% conversion rate to rigid.
      • Should only be attempted with immediate rigid backup.

    Management of Non‑Asphyxiating AFBs (adequate ventilation, no hypoxemia, no immediate compromise)

    • Diagnostic approach
      • Imaging first in adults: multidetector CT preferred.
      • Planned Flexible bronchoscopy technique (~90% success rate) under appropriate anaesthesia
    • Equipment
      • Flexible bronchscope sizes:
        • Infants: 3.2 mm OD / 1.7 mm channel
        • Older children: 4.0–4.9 mm OD / 2.0 mm channel
        • Adults: 5.8–6.2 mm OD / 2.8–3.2 mm channel
      • Full retrieval toolkit available (forceps, baskets, cryoprobe, Fogarty).
    • Sedation
      • Adults/older children → conscious sedation + local anaesthesia
      • Infants/small children → GA with SGA
      • Adults with cardiopulmonary disease require optimisation.
    • Extraction principles
      • En bloc withdrawal of bronchoscope, instrument, and foreign body.
      • Oral route preferred (avoid nasal impaction).
    • Failed flexible bronchoscopy should be followed by immediate rigid bronchoscopy, not repeated attempts.

    Supportive care and monitoring

    • SpO₂, ECG, BP, capnography monitoring during bronchoscopy

    Seek and treat complications

    • Hypoxemia
    • Pneumothorax
    • Airway edema
    • Post-obstructive pulmonary oedema
    • Post‑obstructive pneumonia

    Referrals

    • ENT for rigid bronchoscopy (may be performed by other specialities such as cardiothoracic surgeons)
    • Respiratory physician for flexible bronchoscopy (may be performed by intensivist in ICU patients)

    LITFL

    Journal articles

    • Chi J, Bai Y. Bronchoscopic management of airway foreign bodies in adults: a narrative educational review. Front Med (Lausanne). 2026 Mar 4;13:1779715. doi: 10.3389/fmed.2026.1779715. PMID: 41859138; PMCID: PMC12996173.
    • Goyal R, Sehgal IS, Agarwal R. Foreign body removal. Curr Opin Pulm Med. 2026 Jan 1;32(1):63-73. doi: 10.1097/MCP.0000000000001225. Epub 2025 Oct 10. PMID: 41076577.
    • Hewlett JC, Rickman OB, Lentz RJ, Prakash UB, Maldonado F. Foreign body aspiration in adult airways: therapeutic approach. J Thorac Dis. 2017 Sep;9(9):3398-3409. doi: 10.21037/jtd.2017.06.137. PMID: 29221325; PMCID: PMC5708401.
    • Küpeli E, Khemasuwan D, Lee P, Mehta AC. “Pills” and the air passages. Chest. 2013 Aug;144(2):651-660. doi: 10.1378/chest.13-0080. PMID: 23918109.
    • Kupeli E, Khemasuwan D, Tunsupon P, Mehta AC. “Pills” and the air passages: a continuum. Chest. 2015 Jan;147(1):242-250. doi: 10.1378/chest.14-0531. PMID: 25560862.

    FOAM and web resources

    Chris is an Intensivist and ECMO specialist at The Alfred ICU, where he is Deputy Director (Education). He is a Clinical Adjunct Associate Professor at Monash University, the Lead for the  Clinician Educator Incubator programme, and a CICM First Part Examiner.

    He is an internationally recognised Clinician Educator with a passion for helping clinicians learn and for improving the clinical performance of individuals and collectives. He was one of the founders of the FOAM movement (Free Open-Access Medical education) has been recognised for his contributions to education with awards from ANZICS, ANZAHPE, and ACEM.

    His one great achievement is being the father of three amazing children.

    On Bluesky, he is @precordialthump.bsky.social and on the site that Elon has screwed up, he is @precordialthump.

    | INTENSIVE | RAGE | Resuscitology | SMACC

    Bronchoscopic Foreign Body Removal • LITFL • CCC

    OVERVIEW

    Flexible bronchoscopy is first‑line in most adults (>90% success) for airway foreign body removal, while rigid bronchoscopy remains essential for large, sharp, proximal, or asphyxiating objects.

    • See Airway Foreign Bodies for causes, pathophysiology, complications, clinical features, investigations, and management overview.
    INDICATIONS FOR BRONCHOSCOPY

    Flexible bronchoscopy is usually first line for most AFB situations:

    • CT shows AFB
    • CT negative but suspicion high
    • Persistent unexplained respiratory symptoms
    • Recurrent same‑lobe infection
    • Localised wheeze or obstruction

    However, flexible bronchoscopy should not be performed if indications for rigid bronchoscopy are present:

    • Asphyxiating FBs
    • Large objects (>1.5 cm diameter)
    • Sharp objects
    • Proximal tracheal/ main bronchial AFB
    • Massive bleeding
    • Failed flexible bronchoscopy
    PRE‑PROCEDURAL PLANNING

    Assess:

    • the AFB
      • Size
      • Shape
      • Substance
      • Site
    • the patient
      • Oxygenation, ventilation
      • Airway anatomy
      • Comorbidities
      • Anaesthesia tolerance (including allergies and airway reactivity)

    To inform the following plan:

    • Imaging
      • CT is ideal for localisation and assessing granulation, but not always feasible in unstable patients or required in children where radiation exposure is of greater concern 
    • Flexible versus Rigid Bronchoscopy
      • Rigid: asphyxiating FBs, large/sharp/impacted objects, need for ventilation control.
      • Flexible: stable patients, distal FBs, diagnostic evaluation.
      • Many cases benefit from combined use (flexible through rigid barrel).
    • Primary Airway Device
      • Not required for awake bronchoscopy with topical anaesthesia
      • SGA (LMA): allows oxygenation during flexible bronchoscopy; useful in children.
      • ETT: protects airway but may limit instrument size; often removed for rigid bronchoscopy.
      • Rigid barrel: best for control, ventilation, and tool access.
    • Primary and Backup Tools
      • Primary: forceps, baskets, cryoprobe, Fogarty balloon.
      • Backup: electrocautery, suction catheters, secondary forceps sizes.
      • Ensure all tools match the working channel of the chosen scope.
    • Backup Airway Plans
      • Which techniques are likely to be effective?
        • FMV (bag‑mask ventilation), SGA insertion, ETT intubation, FONA (front‑of‑neck access) for “can’t intubated, can’t oxygenate” (CICO)
      • Rigid bronchoscopy should always be available when flexible bronchoscopy  is attempted for FB extraction
    FLEXIBLE VERSUS RIGID BRONCHOSCOPY

    Flexible bronchoscopy advantages

    • High success rate (~90%) for FB retrieval
    • Excellent for small/ smooth/ peripheral FBs
    • Widely available in almost all hospitals
    • No need for general anaesthesia in many cases
    • Excellent access to distal airways
    • Can be used through an ETT or LMA
    • Lower desaturation risk during the procedure
    • Allows granulation tissue removal and inspection for fragments

    Flexible bronchoscopy disadvantages

    • Limited airway protection
    • Limited bleeding control
    • Loss of airway possible during extraction
    • Not suitable for some FBs (see below for rigid bronchoscopy indications)
    • Does not provide a secure airway (unless intubated and ETT is not removed)
    • Limited ability to control major bleeding
    • Cannot reliably protect vocal cords from sharp objects
    • Smaller working channel means can only use smaller tools
    • Risk of losing the object during extraction through the glottis or ETT
    • Less safe or effective for large, sharp, or impacted objects

    Rigid bronchoscopy advantages

    • gold standard for large, sharp, or proximal AFBs
    • Provides a stable, protected airway
    • Better control of bleeding (tamponade, large suction) – preferred in massive haemorrhage or airway trauma
    • Allows use of larger, stronger retrieval tools
    • Protects vocal cords when removing sharp objects
    • Allows flexible bronchoscope to be used through the barrel

    Rigid bronchoscopy disadvantages

    • Requires general anaesthesia
    • Limited availability (equipment + expertise)
    • Cannot reach distal airways
    • More technically demanding
    • Not suitable in some anatomies (retrognathia, cervical immobilisation)
    • Risk of dental or glottic injury

    FeatureFlexible BronchoscopyRigid BronchoscopyAirway controlPoor – no secure airwayExcellent – stable, protected airwayAnaesthesiaOften no GA requiredRequires general anaesthesiaAccessExcellent for distal airwaysLimited to central airwaysTool size / strengthSmall working channel; smaller toolsLarge, strong tools; better gripBleeding controlLimitedExcellent (tamponade, large suction)Sharp object protectionPoorExcellent – protects vocal cordsLarge object removalDifficultIdealAvailabilityWidely availableLimited to specialist centresOperator skillModerateHigh; specialised trainingUse in traumaGood for distal debris, clotsBest for bleeding, teeth, shrapnelRisk profileLoss of airway, object dislodgementDental/glottic injury; more invasiveSuccess rate~90% for adult FB retrievalHighest success for complex FBs

    Figure. Examples of retrieval tools for flexible bronchoscopy, including forceps (e.g. two-prong, alligator, rubber tip), Dormia basket, snare or loop, coagulation forceps, coagulation knife, and probe for cryotherapy. Image from Fang et al (2015), available at: https://pmc.ncbi.nlm.nih.gov/articles/PMC4358882/

    ToolBest ForTechniqueNotesForcepsMetal, bone, dentures, sharp objectsgrasp edge → twist/rock → withdraw as single unitTypes: standard biopsy, rat‑tooth, shark‑tooth, alligator, rubber‑tippedSnareLarge, rigid, irregular objects (broncholiths, dental prostheses)open loop → abut → angle → tighten → extractExcellent for bulky or irregular shapesBasketSmooth, round objects (peanuts, seeds, beads)pass beyond → open → cage → tighten → withdrawAvoid excessive traction to prevent fragmentationBalloon catheter (Fogarty)Distal or impacted objects; objects with central lumenpass beyond → inflate with saline → pull proximallyUseful for dislodgement prior to forceps extractionCryoprobeSemisolid, water‑rich material (blood clots, mucus plugs, food slurry)freeze to –20°C → ice adhesion → withdraw en blocAvoid in active bleeding (risk of mucosal adhesion)

    Type of FB matched to tool

    • Graspable FB: serrated rigid forceps / rat‑tooth forceps.
    • Smooth/rounded FB: basket or fish‑net forceps.
    • Organic FB: cryoprobe (“adheres the object to the frozen probe tip”).
    • Impacted FB: Fogarty balloon.
    • Sharp FB: fine grasping forceps with withdrawal into rigid barrel.
    • Granulation‑covered FB: electrocautery debridement.
    • Large objects FB: en bloc removal of bronchoscope, forceps, and FB.
    CRITICAL CARE SCENARIOS

    Common types of FB and typical scenarios encountered in critical care:

    Type of FBTypical ScenarioBest Tool / ApproachBlood clotsHaemorrhage, anticoagulation, post‑procedure bleeding, pulmonary contusion (trauma)Suction, forceps, cryoprobeMucus plugsProlonged ventilation, weak cough, dehydration, neuromuscular disease, rib fracturesSuction ± cryo, lavageAspirated food or gastric contentsReduced consciousness, vomiting during intubation, TBI, intoxicationBasket or forceps; flexible bronchoscopy firstTeeth and dental fragmentsFacial trauma, difficult intubation, maxillofacial fracturesForceps; CT localisation helpfulIatrogenic airway fragmentsETT cuff rupture, suction catheter tips, bite block fragments, bronchoscopy tool failureForceps or snareTracheostomy‑related debrisBroken inner cannula, valve components, gauze, secretionsForceps; suction; consider rigid if largeBurn or inhalation injury debrisSoot, sloughed mucosa, fibrin casts in thermal/smoke injurySuction, lavage, cryo for adherent debrisPenetrating trauma fragmentsBullet/shrapnel fragments, bone splinters, glassSnare or rigid bronchoscopyBroncholiths or calcified materialChronic infection (TB, histoplasmosis), lymph node erosionSnare or forcepsLarge obstructing castsPlastic bronchitis, inhalation injury, severe inflammationCryoextraction or basket

    LITFL CCC

    Journal articles

    • Chi J, Bai Y. Bronchoscopic management of airway foreign bodies in adults: a narrative educational review. Front Med (Lausanne). 2026 Mar 4;13:1779715. doi: 10.3389/fmed.2026.1779715. PMID: 41859138; PMCID: PMC12996173.
    • Fang YF, Hsieh MH, Chung FT, Huang YK, Chen GY, Lin SM, Lin HC, Wang CH, Kuo HP. Flexible bronchoscopy with multiple modalities for foreign body removal in adults. PLoS One. 2015 Mar 13;10(3):e0118993. doi: 10.1371/journal.pone.0118993. PMID: 25768933; PMCID: PMC4358882.
    • Goyal R, Sehgal IS, Agarwal R. Foreign body removal. Curr Opin Pulm Med. 2026 Jan 1;32(1):63-73. doi: 10.1097/MCP.0000000000001225. Epub 2025 Oct 10. PMID: 41076577.
    • Hewlett JC, Rickman OB, Lentz RJ, Prakash UB, Maldonado F. Foreign body aspiration in adult airways: therapeutic approach. J Thorac Dis. 2017 Sep;9(9):3398-3409. doi: 10.21037/jtd.2017.06.137. PMID: 29221325; PMCID: PMC5708401.

    Chris is an Intensivist and ECMO specialist at The Alfred ICU, where he is Deputy Director (Education). He is a Clinical Adjunct Associate Professor at Monash University, the Lead for the  Clinician Educator Incubator programme, and a CICM First Part Examiner.

    He is an internationally recognised Clinician Educator with a passion for helping clinicians learn and for improving the clinical performance of individuals and collectives. He was one of the founders of the FOAM movement (Free Open-Access Medical education) has been recognised for his contributions to education with awards from ANZICS, ANZAHPE, and ACEM.

    His one great achievement is being the father of three amazing children.

    On Bluesky, he is @precordialthump.bsky.social and on the site that Elon has screwed up, he is @precordialthump.

    | INTENSIVE | RAGE | Resuscitology | SMACC

    New Data on the Certified Health IT Market Now Available

    New data is now available for public use that helps inform the history and current state of the certified health IT market. We explore that in this blog post, which is part of our new Digital Dividends blog series.

    Hospital and Clinician use of Certified Health IT

    ASTP/ONC and Centers for Medicare & Medicaid Services (CMS) coordinated the release of new 2023 data on the certified health IT used by hospitals and clinicians for participation in the Medicare Promoting Interoperability (PI) Program and the Promoting Interoperability performance category of the Merit-based Incentive Payment System, respectively. Eligible hospitals and eligible clinicians use certified electronic health record technology to meet annual program requirements.

    For hospitals, only 2023 data are currently available, but we look forward to coordinating on future releases soon. For clinicians, 2023 data is now available, along with data from 2019-2022. The datasets merge Medicare PI Program and Merit-based Incentive Payment System data with the ONC Certified Health IT Product List (CHPL) to link hospital and clinician participants with the specific certified technologies reported for each performance year. Each dataset includes hospital and clinician identifiers, so they can be further linked to other health care datasets that can enrich and broaden their use.

    Hospitals’ Participation in Health Information Networks

    Through ASTP/ONC’s partnership with the American Hospital Association (AHA), we support the annual fielding of the Information Technology Supplement to the AHA Annual Survey of US hospitals. The supplement has long asked hospitals about their participation in health information networks, including regional, state, and local health information exchange organizations (HIEs); national networks; EHR vendor networks; and, now, active and planned participation in a Qualified Health Information Network®, as part of the Trusted Exchange Framework and Common Agreement™.

    We’re pleased to make a new dataset available that pools hospital responses to these relevant questions from 2022-2024, representing each hospital’s most recent report of participation in these various networks. In all, over 3,000 non-federal acute care hospitals are included across these 3 years of survey data. The dataset includes hospital identifiers to enable data linkages; however, given that this is pooled survey data and does not represent a census of hospitals, data users should be considerate of non-response bias when generalizing the data.

    We hope this dataset encourages interest in the larger IT Supplement data, which is available through the AHA, and includes a larger set of topics, including hospitals’ use of artificial intelligence, health information exchange partners, information blocking, and more. The data could also be linked to the above PI Program dataset to generate insights across both sets of data.

    New and Historic Data on Health App Marketplaces

    Beginning in 2019, ASTP/ONC began studies of various public-facing app marketplaces (or galleries) hosted by both EHR companies and innovative organizations. We published initial results of our study measuring and presenting an initial baseline understanding of how many companies were actively pursuing integrations with EHRs and creating innovative applications to enrich the ecosystem of applications and services available to EHR users.

    We now provide a new dataset of the list of apps and software applications discovered via these sources for years 2019-2025 for public use. The dataset represents a “snapshot” of all the apps featured at these data sources for each of the years, and contains information pulled directly from each website, including application name, developer name, and application description. We’ve long used this project to study the emergence of new technology (even the first ambient scribe) and in what ways health care innovators, start-ups, and digital health companies are delivering new technologies that can help solve and improve health tech’s (and health care’s) biggest challenges. We believe the time is right—and the data robust enough—to make the dataset available to the entire community for its use and exploration. This data continues to inform ASTP/ONC’s work, including additional studies on digital health company experiences with APIs.

    New Data, New Possibilities

    We hope this data encourages innovative use, thoughtful questions, and bottom-up approaches to understand these areas of the health IT market. Be on the lookout for future data updates! This is just the beginning of more insights and data for public use coming your way in 2025 and beyond.

    Visit healthit.gov/data for more data downloads, quick stats, and brief analyses. There’s something for everyone!

    Step Scores that Make IMGs Competitive for US Residency?

    For international medical graduates (IMGs) aiming to secure a residency position in the U.S., the United States Medical Licensing Examination (USMLE) Step scores play a crucial role in determining competitiveness. The “Charting Outcomes in the Match” 2024 report by the National Resident Matching Program (NRMP) provides valuable data on the Step scores associated with successful residency matches for IMGs. This post explores the USMLE score trends for IMGs, providing insights into what scores may improve match chances across different specialties.

     

    The NRMP defines an IMG as “a physician who received a basic medical degree or qualification from a medical school located outside the United States and Canada.”  More specifically, “individuals who are U.S. citizens when they graduate from an international medical school are U.S. IMGs” while, and Non-U.S. IMGs are those “who are not U.S. citizens at the time of medical school graduation…even if they later become U.S. citizens.” For 2024, Non-U.S. IMGs made up 22.3% of all applicants in the Match (the second largest group after U.S. MD Seniors), while U.S. IMGs accounted for 10.6 percent of all applicants.

     

    Overall USMLE Performance Among Matched IMGs

    Step 1 Scores

    • U.S. IMGs who matched: Mean Step 1 score of 216.6 (Standard Deviation = 15.4).
    • Non-U.S. IMGs who matched: Mean Step 1 score of 233.8 (Standard Deviation = 17.5).
    • Unmatched IMGs typically had lower Step 1 scores than their matched counterparts.

     

    The below chart shows Step 1 scores grouped by preferred specialty for matched and unmatched U.S. IMGs (top panel) and non-U.S. IMGs (bottom panel). The horizontal bars represent the median values and the vertical lines show the interquartile ranges (IQR). Some specialties with too few data points lack the vertical bar. Across the majority of specialties, the IQR of U.S. IMGs and non-U.S. IMGs who matched to their preferred specialty was higher than the IQR of those who did not match.

     

    Step 2 Clinical Knowledge (CK) Scores

    • U.S. IMGs who matched: Mean Step 2 CK score of 235.6 (SD = 14.2).
    • Non-U.S. IMGs who matched: Mean Step 2 CK score of 244.8 (SD = 15.4).
    • Step 2 CK scores were available for 91.1% of U.S. IMGs and 97.2% of non-U.S. IMGs.

     

    Similarly, the below chart shows Step 2 CK scores grouped by preferred specialty for matched and unmatched U.S. IMGs (top panel) and non-U.S. IMGs (bottom panel). The horizontal bars represent the median values and the vertical lines show the interquartile ranges (IQR). Some specialties with too few data points lack the vertical bar. Just like for Step 1, across the majority of specialties, the IQR of U.S. IMGs and non-U.S. IMGs who matched to their preferred specialty was higher than the IQR of those who did not match.

     

    Given that Step 1 is now pass/fail, Step 2 CK has become increasingly important in distinguishing applicants. For those aiming for top scores, this guide to scoring a 280 on Step 2 CK offers useful insights and strategies. As aforementioned, most specialties demonstrate that those applicants who match, on average, have a higher Step 2 CK score than those who did not match. However, there is a significant amount of overlap for some specialties – this suggests that there are other factors beyond Step score in determining your likelihood of matching.

     

    Match Rates and Competitiveness by Specialty

    The match rates for international medical graduates (IMGs) vary significantly by specialty. The NRMP’s 2024 data illustrates that some fields are much more IMG-friendly than others. The figure above highlights key differences between U.S. IMGs and non-U.S. IMGs

     

    Specialties with the Highest IMG Residency Match Rates

    Certain specialties have relatively high match rates for both U.S. and non-U.S. IMGs, making them more accessible options for international applicants:

    These fields traditionally have a higher demand for residents, making them more accessible for IMGs.

     

    Moderately Competitive Specialties

    Specialties with moderate match rates indicate that IMGs can match with strong credentials, such as higher Step 2 CK scores and U.S. clinical experience:

     

    Most Competitive Specialties for IMGs

    Several specialties remain highly competitive, with low match rates for IMGs, especially for non-U.S. IMGs:

    • General Surgery: U.S. IMGs (31.0%), non-U.S. IMGs (26.6%)
    • Interventional Radiology: U.S. IMGs (26.7%), non-U.S. IMGs (38.1%)
    • Vascular Surgery: U.S. IMGs (Unknown), non-U.S. IMGs (30.8%)

    These specialties require exceptionally high USMLE scores, strong letters of recommendation, and significant U.S. clinical experience to be competitive.

     

    Step 2 CK Score Impact on Residency Match Probability for IMGs

    The NRMP data also illustrates how Step 1 and Step 2 CK scores correlate with match probability. We have included the figures below for all specialities only for Step 2 CK as most students applying no longer have a Step 1 Score. These figures are helpful to understand your probability of matching, based on your Step score. However, please remember that the Match process is holistic, and these data are only a few pieces of information which contribute to your overall likelihood of matching!

     

    Anesthesiology

    Child Neurology

    Dermatology

    Diagnostic Radiology

    Emergency Medicine

    Family Medicine

    General Surgery

    Internal Medicine

    Internal Medicine/Pediatrics

    Interventional Radiology

    Neurological Surgery

    Neurology

    Obstetrics and Gynecology

    Orthopedic Surgery

    Pathology

    Pediatrics

    Physical Medicine and Rehabilitation

    Plastic Surgery

    Psychiatry

    Radiation Oncology

    Vascular Surgery

     

    Key Takeaways for IMGs Applying to US Residency

    1. Step 2 CK is now the primary differentiator since Step 1 is pass/fail.
    2. Non-U.S. IMGs typically require higher scores than U.S. IMGs to be competitive.
    3. Matching in competitive specialties often requires Step 2 CK scores of 250+.
    4. Emergency Medicine, Pediatrics, Family Medicine, and Internal Medicine offer some of the highest match rates for IMGs.
    5. The Residency Match is a holistic process and Step scores are only one piece of your application.
    6. The average Step score of an IMG that matches into that speciality is extremely variable – we recommend you look at your speciality of interest to figure out your target Step scores. 

     

    For IMGs looking to match in 2025 and beyond, focusing on a strong Step 2 CK score, applying broadly, and demonstrating clinical experience in the U.S. will be crucial in securing a residency spot. If you need assistance, please reach out to us at EMP as we have a team of expert mentors who can provide residency advising and help you achieve your goals.

    Passive Studying – #1 Reason Med Students Don’t Improve

    If you’re a medical student who feels like you’re studying all the time but your scores aren’t budging, you’re not failing, you’re just using a strategy that doesn’t work as well as you’ve been told.

     

    You reread First Aid for the third time.
    You watch every video in your resource stack.
    You highlight until the page is neon.

     

    And yet, when you sit down to do practice questions, your brain feels empty. Suddenly, nothing feels familiar anymore. This disconnect is one of the most frustrating experiences in medical school, and it’s incredibly common. The reason isn’t a lack of discipline, intelligence, or motivation. The reason is that most students rely heavily on passive studying, and passive studying creates the illusion of learning without producing real improvement. This is a problem I work with students on frequently in tutoring sessions because in college sometimes passive studying is enough to do well but medical school is a whole different ball game!

     

    Once you understand why passive studying fails, and how active studying works, you can completely change how efficiently you learn, without adding more hours to your already packed schedule.

     

    Why Passive Studying Feels Like It Should Work

    Passive studying includes activities where you expose yourself to information with minimal effort required from you. Reading notes, rereading textbooks, watching lectures, highlighting, and even listening to educational podcasts all fall into this category.

     

    These methods feel productive for a reason. They’re familiar, they’re relatively low stress, and they give you a sense of exposure to the material. When you reread a page and recognize what’s written, your brain gives you a comforting signal: I’ve seen this before. That sense of familiarity feels like learning. The problem is that familiarity is not mastery.

     

    Medical exams don’t ask whether something looks familiar. They ask whether you can retrieve information without prompts, apply it in a new clinical context, and distinguish it from closely related alternatives. Passive studying never trains those skills, even though it can feel like you’re “doing the work.”

     

    The Illusion of Learning That Traps So Many Students

    One of the most dangerous aspects of passive studying is that it creates an illusion of competence. When you reread or rewatch something, your brain confuses recognition with understanding. The time spent is also a falsely reassuring component. If you spent 5 hours “studying,” surely you must’ve learned something right? Think again! You think you know the material because it looks familiar, not because you can actually produce it on demand.

     

    This is why so many students walk out of exams thinking, “I knew that when I studied it.” What they really mean is, “I recognized it when I saw it.” Recognition is easy. Retrieval is hard. Exams require you to be able to retrieve and apply information at a high level. 

     

    Medical school intensifies this problem because the volume of information is enormous. Passive methods make it easy to feel like you’re covering a lot of ground quickly, but that speed comes at the cost of retention and application. When test day arrives, your brain can’t find what it needs because it never practiced pulling that information out on its own.

     

    Why Passive Studying Breaks Down in Medical School

    Passive studying might work temporarily for straightforward memorization, especially in earlier stages of education. Medical school is different. You’re not just learning facts, you’re learning systems, mechanisms, and clinical reasoning.

     

    Exam questions rarely ask for isolated details. Instead, they present long vignettes that require you to integrate pathophysiology, clinical presentation, diagnostics, and management. They expect you to reason through unfamiliar scenarios using foundational knowledge.

     

    Rereading and highlighting don’t train your brain to do this. They don’t teach you how to move from mechanism to symptom, or how to rule out tempting distractors. They don’t help you organize information in a way that’s accessible under time pressure.

     

    That’s why students often feel blindsided by exams despite hours of studying. The issue isn’t effort, it’s mismatch. Passive studying prepares you to recognize information, but exams demand that you generate and apply it.

     

    What Active Studying Actually Means

    Active studying forces your brain to participate. Instead of absorbing information, you’re required to retrieve it, manipulate it, explain it, or apply it in a meaningful way.

     

    When you study actively, you’re constantly asking yourself questions: Can I explain this without looking? Can I reconstruct this mechanism from memory? Can I apply this concept to a new clinical scenario?

     

    This kind of studying is slower and more uncomfortable, but it’s also far more effective. It strengthens neural pathways by forcing your brain to do the exact kind of work it will need to do on exam day. Active studying isn’t about being perfect. It’s about exposing what you don’t know so your brain can fix it.

     

    Why Engaging More Senses Makes Learning Stick

    One of the biggest advantages of active studying is that it naturally engages more senses. Learning becomes more durable when information is encoded through multiple pathways.

     

    Reading alone uses primarily visual input. When you add speaking, writing, and drawing, you create multiple access points to the same information. Explaining a concept out loud forces you to organize your thoughts and exposes where you run into roadblocks. Writing mechanisms from memory forces precision. Drawing pathways forces you to understand relationships instead of memorizing lists.

     

    Each additional sensory input strengthens the memory trace. When exam day comes, your brain has more ways to retrieve the information because it wasn’t stored in just one format. This is why teaching is so powerful. If you can explain something clearly without notes, even to an imaginary audience, you almost certainly understand it well enough to apply it under pressure.

     

    The Discomfort That Signals Real Learning

    One reason students avoid active studying is that it feels bad. It exposes gaps in knowledge, slows you down, and makes you confront what you don’t know. Passive studying, by contrast, feels smooth and reassuring.

     

    That discomfort is not a sign of failure. It’s a sign that your brain is actually learning. If studying feels effortless, chances are you’re not pushing your brain hard enough to grow.

     

    How to Shift From Passive to Active Without Studying More Hours

    You don’t need to overhaul your entire study system overnight. Small shifts in how you interact with material can dramatically change outcomes.

     

    Instead of rereading a topic multiple times, try reading once and then closing the book. Write down everything you remember, even if it feels incomplete. Then check your gaps and repeat. This single change transforms reading into retrieval practice.

     

    Videos can also become active tools. Pause frequently and predict what will come next. After finishing, summarize the content out loud without notes. If you can’t explain it, rewatch with intention rather than passively letting it play.

     

    Flashcards only work when they force recall. The real learning happens before you flip the card, not after. Saying answers out loud and explaining why they’re correct makes a massive difference. And perhaps most importantly, practice questions should be used as a learning tool, not a judgment of your intelligence. Getting questions wrong is one of the fastest ways to learn if you take the time to understand why each answer choice is right or wrong.

     

    Why Active Studying Actually Saves Time

    At first, active studying feels inefficient. You cover less material per hour, use more effort, and progress feels slower. But passive studying requires far more effort and time in the longrun because information never sticks the first time.

     

    Active studying improves first-pass retention. You may move more slowly through content, but you’ll spend far less time relearning it later. Over weeks and months, the foundation you build helps you learn new material even faster. Hence, it gets more efficient with time and leads to better scores, less cramming, and significantly less stress. A win, win, win! 

     

    The Shift That Changes Everything

    If you’re feeling stuck, the most important question to ask yourself is simple: Am I recognizing information, or am I retrieving it? Medical school rewards retrieval, application, and reasoning. Passive studying doesn’t train those skills, no matter how many hours you put in. The moment you shift from consuming information to actively engaging with it, using your eyes, hands, voice, and reasoning together, is the moment studying finally starts working the way you hoped it would.

     

    You don’t need to be smarter.
    You don’t need more resources.
    You don’t need longer days.

     

    You just need to stop letting information passively wash over you and start making your brain do the work it was designed to do. That’s when improvement stops feeling out of reach, and starts feeling inevitable.

    AI Scribes for Clinical Practice • LITFL • Artificial Intelligence

    Artificial Intelligence (AI) scribes are landing in hospitals and clinics faster than the evidence to support them. This article covers how they work, where they currently fall short, and what every clinician using one needs to know about accuracy, consent, and safety

    AI scribes have moved from novelty to near-routine in many clinical settings. For most clinicians, that move has happened faster than their training in how to use them safely. Here we pick out a handful of highlights from a free full-length webinar on the topic.

    What does an AI scribe actually do?

    The AI scribe listens to the conversation between you and your patient, converts the audio into a text transcript using automated speech recognition, and then passes that transcript through a large language model to generate a structured clinical note for you to review.

    How accurate are AI-generated notes, really?

    If the patient visit is routine and well structured, accuracy can be high. In acute or complex scenarios where problems unfold by the minute or decisions shift in real time, studies report accuracy dropping to around 65%, meaning up to a third of the note may need correction. Common problems range from AI inventing information (hallucination) or omitting information. This presents as potentially made up drug names, weird looking vital signs or key information missing such as a patient being allergic to a medication. 

    What is the “hidden transcript” — and why does it matter?

    Most clinicians focus on the finished note and never think about what sits between the recording and the output. However, every AI scribe encounter generates an intermediate transcript. This data is stored for up to 30 days or longer, and not always subject to the same privacy regulations as your institution. Many clinicians are not aware the transcript exists at all, let alone who holds it or what it can be used for. This has real implications for patient privacy, medico-legal accountability, and informed consent.

    Ideally the practitioner should inform their patients that the conversation is being recorded, who stores it, where and how long it’s kept, and that they can say no without it affecting their care. Recording a clinical conversation also falls under wiretapping laws in many states and countries, although laws vary. The real difficulty is that many clinicians don’t actually know where their patient’s data goes, which makes that conversation hard to have honestly. 

    Can AI scribes carry bias into clinical notes?

    Yes. AI scribes are trained on large collections of real clinical documentation, including notes written years ago when patients rarely had access to their medical records. Because the AI learns patterns from those notes, it may sometimes reproduce language that reflects outdated attitudes or assumptions, such as terms like “non-compliant” or “drug-seeking.” While the technology can save time, it cannot judge whether the language it generates is fair, objective, or appropriate. That’s why it’s important to review every AI-generated note carefully and remove any wording that could introduce bias. 

    What can you do during the consultation to get a better note?

    Tell the AI exactly what you want documented. As you examine the patient, say your findings out loud (for example, “lungs clear bilaterally”) and clearly state important negatives (such as “no chest pain” or “no haemoptysis”). When you move between parts of the visit, use simple verbal cues like “my assessment is…” and “my plan is…”. The AI can organise and format the note, but it can only work with the information you provide. Be specific and avoid vague statements like “the exam was normal,” as this may cause the AI to fill in details that were never actually assessed. 

    Who is responsible if the note contains an error?

    You are. Vendor contracts make this explicit. This becomes especially important as you grow more familiar with the technology. When previous notes have been accurate, it can be tempting to trust the AI without reviewing its output carefully, often called “automation complacency”. However, even small mistakes or missing details, such as an important sign or symptom, can have serious consequences for patient care. For now, the primary safeguard is to review the note immediately after the consultation, while the details of the encounter are still fresh in your mind. 

    References

    Trained in medicine at the University of Szeged and developed an early interest in public health and clinical research. She now works with Medmastery as a Webinar Specialist and In-House Teacher, creating practical educational content for healthcare professionals.

    BA MA (Oxon) MBChB (Edin) FACEM FFSEM. Emergency physician, Sir Charles Gairdner Hospital. Passion for rugby; medical history; medical education; and asynchronous learning #FOAMed evangelist. Co-founder and CTO of Life in the Fast lane | On Call: Principles and Protocol 4e| Eponyms | Books |

    TEFCA: Accelerating Government Benefits Determination for a Better Tomorrow

    Individuals seeking government benefits such as Social Security Disability Insurance spend a lot of time waiting. In particular, the Social Security Administration (SSA) estimates it takes over 200 days for an initial disability claim to be processed. Part of that time delay includes SSA’s efforts to find out where relevant medical records may be, request them from your health care provider(s), and the time it takes your providers to respond. Ultimately, it costs SSA (and thus taxpayers) over 500 million dollars a year to collect and create medical evidence for applicants.

    It doesn’t have to be this way. The Trusted Exchange Framework and Common Agreement™ (TEFCA™) includes Government Benefits Determination as one of the six authorized Exchange Purposes and seeks to automate this records request process. Doing so will make it possible for SSA and other similar agencies to more quickly get the information they need and less burdensome for health care providers to respond. In fact, the SSA estimates that on average it identifies allowances nearly 60 percent faster when processing applications with only health IT records. By leveraging the scale and connectivity TEFCA offers, it will be possible for individuals to get more timely responses from government agencies. Put simply, for patients this means quicker disability coverage, and for providers this means less uncompensated care.

    The TEFCA Recognized Coordinating Entity® (RCE®) is planning to release an important update to TEFCA’s underlying technical specifications. The Qualified Health Information Network® (QHIN™) Technical Framework is being updated to more clearly support directed queries, which allow for more precise requests for medical records to be issued across QHINs. These updates will be implemented by the 10 designated QHINs and will help ensure that government benefits determination requests are efficiently routed, thus eliminating unnecessary queries across the network. These changes will also support those participating in TEFCA that are implementing Health Level Seven® (HL7®) Fast Healthcare Interoperability Resources® (FHIR®) APIs. Additional implementation specifications will be established in the forthcoming Government Benefits Determination Standard Operating Procedure.

    We are just getting started! TEFCA is expanding to support the needs of the broader care community, and we are thrilled to work with our federal partners to make that possible.

    Can You Practice Medicine Without Residency in the US

    If you’ve spent any time on medical school or residency forums lately, you’ve probably seen headlines about new state laws allowing physicians, especially international medical graduates (IMGs), to practice without completing a U.S. residency. It can sound surprising, even a little confusing, especially if you’ve always thought that residency is a non-negotiable step in becoming a practicing physician in the United States.

     

    So what’s actually changing? And more importantly, what does it mean for you? Let’s walk through this evolving landscape in a clear, grounded way, because while these policies are real, they’re also nuanced, limited, and still developing.

     

    Why These New Pathways Are Emerging

    For decades, the traditional path to practicing medicine in the U.S. has been straightforward: graduate medical school, complete a U.S. residency, pass licensing exams, and then practice independently.

     

    But the system has been under strain. The U.S. is facing a well-documented physician shortage, particularly in rural and underserved areas. At the same time, thousands of highly trained international physicians have been unable to practice due to the bottleneck of residency positions.

     

    In response, many states have begun creating alternative licensing pathways. As of 2025–2026, at least 17–18 states have enacted laws allowing internationally trained physicians to pursue licensure without repeating a U.S. residency under certain conditions. (American Medical Association). These policies are designed less as a shortcut, and more as a workforce solution.

     

    What These Programs Actually Allow (And What They Don’t)

    It’s important to clarify one key point: these laws do not mean that anyone can skip residency and immediately practice independently. Instead, most states offer provisional or supervised licenses. These allow internationally trained physicians to work in structured environments, often under supervision and frequently in underserved areas.

     

    For example, some states require physicians to work for several years under supervision before transitioning to full licensure. Others mandate employment at specific healthcare facilities or limit practice to rural communities. (MedSmarter Prep).

     

    In many cases, these pathways still require:

    • Passing some or all USMLE exams
    • ECFMG certification
    • Several years of prior clinical experience abroad

    So while residency may be waived, the bar for entry remains high.

     

    States Leading the Change

    The movement is growing quickly, with multiple states adopting or proposing these pathways. States like Florida, Texas, Tennessee, Virginia, and Illinois have already implemented programs allowing IMGs to practice without repeating U.S. residency under specific conditions. (American Medical Association).

     

    For example:

    • Florida allows experienced international physicians to practice with a provisional license tied to employment and supervision. (MedSmarter Prep)
    • Tennessee offers one of the more flexible pathways for physicians with significant prior experience. (Medtigo)
    • Texas recently expanded efforts to recruit foreign-trained physicians as part of addressing workforce shortages. (The Texas Tribune)

     

    At the same time, additional states, including New York, New Jersey, and Arizona, are actively considering or introducing similar legislation. (The Match Guy – Best Residency Guidance). This is not a single policy change, it’s a nationwide trend.

     

    Who Is Actually Eligible?

    These pathways are not designed for U.S. medical students or graduates who want to bypass residency. They are primarily intended for internationally trained physicians who have already completed medical education and often residency-equivalent training abroad.

     

    Common eligibility criteria include:

    • A valid medical degree and license from another country
    • Several years (often 3-5+) of independent clinical practice
    • Passing U.S. licensing exams (partially or fully)
    • Securing a job offer in an approved healthcare setting

     

    Many programs also require physicians to practice in shortage areas for a set number of years before qualifying for full licensure. (MedSmarter Prep). In other words, these are not entry-level positions, they’re designed for experienced physicians.

     

    Potential Benefits of These Programs

    From a systems perspective, these policies aim to address gaps in healthcare access. Allowing qualified international physicians to enter the workforce more quickly can expand access to care in underserved areas, reduce physician shortages, and utilize an already-trained global workforce. 

     

    For IMGs, these pathways offer a long-awaited alternative to the highly competitive U.S. residency match. And for patients, especially in rural communities, this could mean shorter wait times and increased access to care.

     

    Risks and Controversies

    That said, these policies are not without debate. One of the biggest concerns is variability in training. Residency in the U.S. is highly standardized, whereas international training can vary widely depending on the country and institution.

     

    Critics worry about:

    • Differences in clinical training standards
    • Patient safety and supervision consistency
    • Fragmentation of licensure requirements across states

     

    Even within these new programs, many states have built in safeguards, such as supervision requirements and gradual transitions to full licensure, to address these concerns. Still, the long-term outcomes of these policies are not yet fully understood.

     

    Career Implications for U.S. Medical Students

    If you’re a pre-med or current medical student, this might raise an obvious question: Does this change anything about my path?

     

    Short answer: not really. For U.S. graduates, residency remains the standard, and overwhelmingly preferred, pathway to practice. These new laws are not designed to replace residency, and they do not provide an alternative route for U.S.-trained students.

     

    Residency is still essential for:

    • Board certification
    • Competitive job opportunities
    • Fellowship training
    • Long-term career flexibility

     

    In fact, most healthcare systems and employers will continue to prioritize residency-trained physicians.

     

    What This Means for the Future of Medicine

    What’s happening now is part of a broader shift in how the U.S. healthcare system thinks about workforce shortages and global talent. These programs are likely to continue expanding, but they will also continue evolving. Expect ongoing adjustments to eligibility criteria, supervision requirements, and long-term licensing structures.

     

    For now, think of these pathways as targeted solutions in very specific scenarios, not a replacement for traditional medical training.

     

    Final Thoughts

    The idea of practicing medicine in the U.S. without residency would have seemed almost impossible a decade ago. Today, it’s becoming a reality in certain states, but only under specific, structured conditions. If you’re on the traditional path to medical school and residency, nothing about your roadmap has fundamentally changed. Residency is still the cornerstone of physician training in the U.S.

     

    But these new policies are worth understanding, not because they replace your path, but because they reflect a healthcare system that is actively adapting to new challenges. And as medicine continues to evolve, being informed, not just about exams and applications, but about policy and systems, will make you a stronger, more thoughtful future physician.

    Why TEFCA’s Hardest Problem Isn’t Tech, It’s Trust

    It wasn’t always so, but today we have technology available to exchange health information anywhere there’s an internet connection. What’s slowing us from doing so at nationwide scale is trust. The frictions are human and institutional. They cannot be addressed exclusively with technology. 

    Let’s look at the policy triangle that affects each network participant’s sharing posture. On the first side, there’s the HIPAA Privacy Rule that permits but does not require responses to network queries for treatment purposes. On the second side of the policy triangle, there’s the information blocking regulations, which change the “you can share” electronic health information posture to a general expectation that “you will share.” The Trusted Exchange Framework and Common Agreement™ (TEFCA™) is the third side of the triangle. TEFCA’s Common Agreement for QHINs™ and Terms of Participation for all other Participants and Subparticipants serve as obligations among all those within TEFCA and specify when they must share with each other.  

    So… if there’s a regulation that says when you’re permitted to share health information, another that says when you ought to share, and agreements in place that say when you must share, what’s the holdup? To answer with two phrases: “stranger danger” and “interpretative drift.” 

    Trust Among Strangers – at Scale

    TEFCA’s cornerstone is its ability to scale connectivity nationwide by, among other things, establishing the trust conditions necessary to automate responses to network queries between parties that have never exchanged with each other. To establish this kind of trust, we need aligned interpretations of key definitions and appropriately rigorous network entry processes. This means those who join TEFCA will need to put in more work upfront. TEFCA’s directory infrastructure also has protections in place to prevent its Participants and Subparticipants from querying for exchange purposes for which they are not authorized. Moreover, TEFCA’s governance includes processes for identifying potential misuse of authorized exchange. Despite these risk mitigations (that can evolve as the network matures), TEFCA’s scale has, almost inevitably, led some participating in TEFCA Exchange to give more thought to the “strangers” to whom they’re responding.  

    I’ll… take… is it Treatment for $800, Alex

    Every HIPAA-covered health care provider that participates in TEFCA should be able to query any other HIPAA-covered health care provider also participating in TEFCA for treatment purposes and expect a response. Simple, right? Not so fast. At present, representatives from QHINs, Participants, and Subparticipants are deliberating 25 years of interpretative differences on what constitutes “treatment” and who’s considered a “health care provider” under HIPAA. Subtle differences in interpretation on the ground can have substantive impacts on perceived risk and network participation, which can grind information sharing to a halt. When a requester describes its rationale for making a treatment query and a responder (who is a HIPAA covered entity or business associate and accountable under HIPAA for its disclosures) disagrees that the request is for “treatment,” we reach an information exchange impasse.  

    Unifying these interpretative differences is a key part of the hard work that our private sector colleagues have committed to doing through TEFCA. Continued efforts to drive to interpretative consensus, combined with disciplined onboarding processes and fair auditing and adjudication of disputes, can go a long way to bring TEFCA’s promise to fruition.  

    Every day, as we tackle these detailed (and at times tedious) discussions, we’re appreciative of the engagement and investment that our colleagues have made to bring TEFCA Exchange to the nation. More than 60,000 locations are now connected through TEFCA and we’ll keep working to make sure everyone can continue to benefit from its one set of network participation policies, one set of nationwide connectivity services, and one approach to network oversight. 

    Pros and Cons of a Med School Application Essay Editor

    The medical school application process is one of the most competitive and challenging journeys you will undertake. Many people will often say, “the hardest part of medical school is getting into medical school!”. Almost every year, the number of people applying to medical school increases and it is becoming evermore competitive to gain acceptance to the top programs in the country.

     

    Among the many components of the application, the personal statement and secondary essays play a crucial role in distinguishing applicants from their peers. It is one of the only areas on the application where you can share your voice and personality.  Given the high stakes of this application process, many students seek professional editing services to refine their essays. 

     

    However, students often wonder if using a medical school application essay editor is the right choice? Below, we explore the pros and cons of using an editor, the different options available, and important considerations prior to applying to medical school.

     

    Understanding the Role of a Medical School Essay Editor

    A medical school application essay editor is a professional who reviews, revises, and enhances personal statements and secondary essays to improve their quality and effectiveness. These professionals often consist of medical students, residents, attendings, former admissions officers, or writers with no formal medical training.

     

    The role of an editor can vary widely, from providing minor grammar corrections to deeply restructuring essays for better clarity and impact. Some editors work independently, while others are part of established for hire groups or are even hired by colleges and universities to assist their students. The decision to hire an editor should be based on the applicant’s needs, writing skills, and budget constraints.

     

    It is always recommended that you have multiple different people review your essay. We highly recommend that you have people in and outside of medicine read it so you can gain different perspectives on your writing. Often, people will reach out to their friends, siblings, parents, or mentors for advice. Regardless if you work with a formal medical school application essay editor or not, we recommend you reach out to these other resources if possible. However, there are some unique pros (and cons!) that come with using a formal editor.

     

    Pros of Using a Medical School Application Essay Editor

    1. Enhanced Clarity and Structure

    Admissions committees read thousands of essays, and a well-structured, clear, and compelling narrative can make a significant impact. If your writing sounds “clunky” or is difficult to follow, it can be extremely challenging to determine what the main takeaways are from your essay. Editors help you refine your writing, ensuring coherence and a logical flow. They will help you eliminate redundancy in your writing, organize your ideas more effectively, and ensure that each paragraph transitions smoothly into the next. Remember, the admissions officers read thousands of essays each year, do not make their job more difficult!

     

    2. Polished and Professional Writing

    Even the strongest applicants may struggle with grammar, sentence structure, or wordiness – this is totally OK! Similar to the point made above, editors will fine-tune these aspects to present a polished and professional essay. Again, when your essay is  refined and easier to read, there is a higher chance there will be a lasting impression on the admissions officer.

     

    3. Objective Feedback

    Friends and family may offer feedback, but given their personal relationship to you, they may not always be fully honest (or conversely, they may be too critical!). Professional editors provide an unbiased, expert perspective. They have read and written hundreds if not thousands of personal statements and, therefore, have the knowledge and experience to tell you what makes a good essay and what makes a bad essay. They understand what medical schools are looking for and can guide you crafting a personal statement that emphasizes your strengths. Many students often receive conflicting advice from different personal sources, and an experienced editor can help filter out unhelpful suggestions and provide clarity in feedback you receive from others.

     

    4. Stronger Storytelling

    A compelling personal statement tells a story about who you are rather than simply listing your achievements (this is a common pitfall for many applications). Editors can help you craft a narrative that resonates with admissions committees by showcasing your unique journey, and mentioning your accomplishments along the way. By highlighting your personal experiences, challenges, and aspirations, a strong essay will provide deep insight into your motivations, character, achievements, and failures.

     

    5. Increased Competitiveness

    Given the intense competition for medical school admission, a well-edited essay will improve your chance by making their application more memorable. Overall, much of the medical school application is quantitative (MCAT, grades, etc.). There are only a few areas where you get to “speak”. Therefore, the personal statement can serve as a critical deciding factor between who is offered admission and who is denied. Many applicants have similar grades and test scores, so a strong essay can serve as that distinguishing factor.

     

    Cons of Using a Medical School Application Essay Editor

    1. Risk of Losing Authenticity

    Admissions committees value authenticity (as should you!). Over-editing with a professional can lead to an essay that sounds generic or overly polished, potentially raising concerns about the applicant’s true voice. The best essays are those that maintain the applicant’s natural tone and personality in a manner that has the highest level of clarity and impact. When an essay becomes too refined, it may lose the personal quirks and unique storytelling that makes you, you! To avoid this, you should ensure that their final draft still reflects your personal journey and writing style, rather than sounding like a professionally scripted piece. A good professional editor will know this, and will work with you to balance maintaining your voice and story with clarity and structure. 

     

    2. Cost Considerations

    Professional editing services can be expensive, with some charging hundreds of dollars per hour. For students on a tight budget, this can be challenging. Students and their families will often view any form of educational support (tutor, teacher, essay editor, etc.) as a significant investment in the future as a physician.

     

    While some students may see this as a worthwhile expense, others may struggle to justify the cost, especially if they are applying to multiple schools and need several essays reviewed (fortunately, you can use the same essays at many schools, but not all of them). Rather than one-on-one editing, more affordable alternatives exist such as peer review groups and university writing centers, that can provide helpful feedback without the price tag.

     

    We recommend you carefully evaluate whether the benefits outweigh the cost before committing to any service. Additionally, not all editors are created equal! Make sure you look for a person/company that has a track record of success. Additionally, if you do not feel comfortable with how they are advising you, that should be a red flag! This is meant to be a team effort, not a one way street.

     

    3. Ethical and Policy Concerns

    Some applicants (and admissions officers) worry about whether medical school essay editing should be allowed. While revising an essay with others is obviously acceptable, and expected, having someone else write the essay is unethical and can lead to serious consequences if discovered. If any professional ever offers to write your essay, this is a serious red flag and you should not work with that person/company. Many, if not all, medical schools have strict policies against plagiarism or ghostwriting. They expect your essay to be genuine, and if admissions officers suspect that an essay has been excessively edited or rewritten by another party, it could raise red flags and often lead to immediate rejection. Make sure to use editing services that focus on guidance and revision rather than writing or rewriting.

     

    4. Over-Reliance on External Help

    You should remember that no professional editor can replace reflection and genuine effort in writing an impactful essay. Additionally, writing is a learned skill that will follow you throughout your career (even if you do not end up practicing medicine!). Relying too much on an editor can hinder your personal growth and development in communication skills. Medical professionals require strong writing abilities for research, patient notes, and presentations. Developing these skills early is beneficial. If you lean too heavily on external help, you may struggle later when faced with writing tasks that require independent thought and communication. Remember, it is  important to view the essay-writing process as an opportunity to develop your communication skills rather than just rely on someone to overcome another hurdle in the journey to becoming a physician.

     

    The Emerging (and controversial) Role of AI in Medical School Essay Editing

    AI has become an increasingly prominent tool in essay editing, offering both significant advantages and severe drawbacks for medical school applicants. AI-driven tools such as ChatGPT, Grammarly, and Gemini can provide instant feedback and help you refine your narratives with minimal cost and effort. However, their effectiveness, accuracy, and, importantly, ethical implication, must be carefully considered.

     

    Pros of AI in Medical School Essay Editing

    1. Instant and Cost-Effective Assistance
      • AI-powered tools provide real-time suggestions for grammar, clarity, and structure at little to no cost, making them accessible to all applicants. We believe that AI will greatly alleviate the socioeconomic barriers and disparities that some students face during this application process.
    2. Consistency and Efficiency
      • AI editors can process multiple drafts quickly, ensuring that students receive consistent feedback throughout the writing process.
    3. Improvement in Readability and Style
      • AI tools can, but not always, help refine sentence structures, eliminate redundancies, and enhance vocabulary, making essays more polished and professional.
    4. Brainstorming
      • AI can serve as a sounding board to help you develop your thoughts and ideas. It can be like speaking with a friend or colleague to put together a rough outline of what you hope to accomplish with your personal statement.

     

    Cons of AI in Medical School Essay Editing

    1. Lack of Personalized Feedback
      • AI lacks the nuanced understanding of human emotions, storytelling, and individual experiences that professional editors provide. Additionally, AI is only as good as the data it is trained on. The medical school application process is a very subjective and personalized experience – it is very unlikely that AI can replicate what a student creates and how an admissions officer will respond.
    2. Potential for Generic Output
      • AI tools often rely on patterns and may generate suggestions that result in generic or overly structured writing, reducing the applicant’s unique voice. As you know, it is extremely easy to tell when something is written by AI – it can sound too structured, too generic, and too formal. Your voice and writing style is one of the strongest attributes to a good personal statement, and AI is not trained on your writing alone to replicate that!
    3. Ethical Considerations
      • This is one, if not the most important, con of using AI. Some medical schools view heavy AI-assisted editing as compromising authenticity and blatant plagiarism. Over-reliance on AI tools will raise concerns about the originality of your work. You should assume that every single medical school you apply to will screen your application with AI-detection software. Therefore, relying too heavily on AI could compromise your entire application and dreams of becoming a doctor
    4. Inability to Provide Strategic Admissions Insights
      • AI can refine your language and structure, but it cannot offer strategic advice on how to frame personal experiences/accomplishments to align with an admissions committee’s expectations.

     

    Balancing AI and Human Editing – our recommendations

    To maximize effectiveness, applicants should use AI as a supplement tool rather than a replacement for your personal effort or the feedback from others. A recommended approach includes:

    • Brainstorming: Work with AI to help flush out ideas, you can share your personal strengths, stories, accomplishments, failures, etc. and use AI to help organize your thoughts into a cohesive outline.
    • First Draft with AI: Using AI to check grammar and readability – AI can serve as a great “first pass” of your essay. Again, it may structure your writing in a way that literally sounds written by AI, so be careful and weary of the suggestions that it makes.
    • Peer Review: Having trusted peers, friends, family, or mentors provide personal insights – your final review should not be completed with AI!
    • Final Review with a Professional Editor or Advisor: They can help ensure that the essay is compelling, strategic, and authentic in a way that aligns with what the admissions committees are looking for.

     

    Options for Medical School Essay Editing

    1. Free Online Editing Tools

    Platforms like Grammarly, Hemingway Editor, or ChatGPR (all of which use AI) can help with grammar and readability but lack personalized feedback. While these tools can catch minor errors, they do not provide trusted insights into storytelling, structure, or content relevance.

     

    2. Peer Review

    Having trusted family, friends, peers, mentors, or professors review your essays can provide valuable insights at little to no cost. Current medical school students, pre-health advisors, and professors with experience in medical education can offer useful feedback from an admissions perspective. Remember, they may not give you the most unbiased feedback given their personal relationship with you – but try and ask them to be as honest as possible!

     

    3. Professional Editing Services

    Services like Elite Medical Prep’s Essay Editing offer expert guidance tailored to medical school applications. These services often include multiple rounds of editing, detailed feedback, and consultations with experienced admissions consultants. However, refer back to the potential cons of professional editing services and make sure to find one that aligns with your goals, ethics, and finances.

     

    4. Pre-Health Advisors

    Many universities have advisors who can provide essay feedback as part of their pre-medical advising programs. In our personal experience, these advisors can be very hit or miss so you will need to explore their reliability on your own. However, these advisors often have experience reading successful essays and can provide guidance on content, structure, and tone.

     

    Conclusion

    Using a medical school application essay editor has clear advantages like improving clarity and increasing competitiveness. The advent of AI has added a new dimension to the editing process, offering efficiency and potential cost savings, but also raising significant concerns about authenticity, originality, and honesty. To craft a compelling and well-structured essay, you should consider a balanced approach that integrates peer feedback and professional guidance.

     

    For expert essay editing tailored to medical school applications, visit Elite Medical Prep’s Essay Editing. Best of luck!

    Mistakes IMGs Make During Residency Applications

     

    Applying to residency as an international medical graduate (IMG) can feel like navigating foreign territory. Between understanding the nuances of ERAS, optimizing your application, securing interviews, and preparing for the Match, there are countless moving pieces, and unfortunately, plenty of opportunities to go wrong.

     

    Over the years, I’ve seen incredibly capable IMG applicants fall short not because they lacked intelligence or work ethic, but because they made avoidable strategic mistakes. This guide is meant to walk you through the most common pitfalls in a practical, experience-based way, so you can approach the process with clarity and confidence.

     

    Understanding the Process

    One of the most common mistakes IMGs make is underestimating how early the residency application process actually begins. Many applicants think the journey starts when ERAS opens, but by then, most of your application is already “baked.” Your USMLE scores, clinical experiences, letters of recommendation, and research output are ideally finalized well before submission season.

     

    Waiting until the year of application to start building your portfolio can leave you scrambling to fill gaps that programs will notice immediately. Strong IMG applicants often begin preparing at least one to two years in advance, strategically planning US clinical experiences to build relationships at programs that will later translate into meaningful letters.

     

    Another major pitfall is treating USMLE exams as just a hurdle rather than a cornerstone of the application. For IMGs, scores often carry even more weight because they serve as a standardized way for programs to evaluate candidates across different educational systems. A common mistake is taking exams before being fully prepared, thinking that “passing is enough.” In reality, many specialties require strong scores to even clear screening filters. Retaking exams or explaining low scores can be difficult and sometimes limiting. The better approach is to delay taking an exam until you are consistently performing at your goal range on practice tests.

     

    Tell Your Story

    Programs are not just evaluating your metrics, they’re trying to understand who you are, why you chose your specialty, and what your journey has looked like. Some IMG applicants submit applications that feel fragmented, with experiences that don’t clearly connect to their career goals or their “why medicine” story. For example, someone applying to OB/GYN might have scattered experiences without demonstrating a clear commitment to the field. A strong application tells a story. Your personal statement, experiences, and letters should all reinforce a consistent theme that helps programs understand your path and what drives you. Most importantly, convey to the programs what your story is and why you want to train in the US. 

     

    Clinical Exposure

    Another frequent issue is not prioritizing US clinical experience appropriately. Many IMGs have excellent clinical backgrounds in their home countries, but residency programs in the United States place a high value on familiarity with the US healthcare system. Observerships alone are often not enough, especially in competitive specialties. Applicants sometimes rely heavily on passive experiences rather than seeking out hands-on roles when possible. While opportunities vary depending on visa status and institutional policies, aiming for experiences where you can actively participate, demonstrate your clinical skillset, and build relationships with physicians can make a significant difference.

     

    Letters of Recommendation 

    Letters of recommendation are another area where mistakes are common. Some applicants focus on obtaining letters from well-known physicians without considering how well those physicians actually know them. A generic letter from a big name is far less impactful than a detailed, enthusiastic letter from someone who has worked closely with you and knows you well. Another mistake is failing to ensure that letters are specialty-specific. If you’re applying to pediatrics, your letters should ideally come from pediatricians who can speak to your abilities in that field. Strong letters often include specific examples (often stories of your interactions with patients) of your clinical reasoning, teamwork, and professionalism, which can only come from meaningful interactions from clinicians that observed them. 

     

    Application Submission 

    Timing also plays a crucial role, and many IMGs underestimate how competitive the early application window is. Submitting your ERAS application even a few days late can significantly reduce your chances of receiving interviews. Programs often review applications on a rolling basis, and interview spots fill quickly. Some applicants delay submission because they are waiting for one more letter or trying to perfect their personal statement, but in many cases, it’s better to submit a complete and polished application on time rather than a “perfect” one that arrives late.

     

    Another common mistake is applying too narrowly or unrealistically. It’s understandable to have dream programs or preferred locations, but applying to a limited number of highly competitive programs can be risky, especially for IMGs. On the other hand, some applicants take the opposite approach and apply extremely broadly without strategy, which can be financially and emotionally draining. The key is to build a balanced list that includes a mix of reach, target, and safety programs, while also considering factors like visa sponsorship, IMG-friendliness, and overall fit.

     

    Making Your Application Stand Out Beyond the Basics

    Another mistake is underutilizing the personal statement. Some applicants treat it as a formality rather than an opportunity to stand out. A generic or overly formal personal statement can make it difficult for programs to connect with you. On the other hand, a well-written statement that tells a story, reflects your personality, experiences, and motivations can leave a lasting impression. It’s important to strike a balance between professionalism and authenticity, allowing your voice to come through while maintaining a clear focus on your specialty.

     

    Applicants also sometimes neglect the importance of their ERAS experiences section. Listing activities without context or reflection can make them feel less meaningful. Programs want to understand not just what you did, but what you learned and how those experiences shaped you. Providing concise but thoughtful descriptions can help bring your application to life.

     

    One subtle but important mistake is failing to tailor your application to your chosen specialty. Some IMGs apply to multiple specialties without adjusting their personal statement, experiences, or letters accordingly. This can create the impression that you are not fully committed to a particular field. If you do choose to apply broadly, it’s important to ensure that each application feels intentional and aligned with the specialty.

     

    Interview preparation is another area where applicants often fall short. Some candidates assume that securing an interview means they are already “good enough,” and they don’t prepare adequately. In reality, interviews are where programs assess your communication skills, professionalism, and overall fit. Common mistakes include giving overly rehearsed answers, failing to articulate your personal story, or not being able to discuss your experiences in depth while still remaining concise. Strong candidates prepare by practicing answers to common questions without memorizing scripts, reflecting on their journey, and developing thoughtful questions for programs.

     

    Communication etiquette is also more important than many applicants realize. Small missteps, such as delayed responses to interview invitations or unprofessional email tone, can create a negative impression. Similarly, failing to send thank-you notes or follow-up communication when appropriate can be a missed opportunity to reinforce your interest. While these details may seem minor, they contribute to the overall impression you leave on programs.

     

    Crafting Your Rank List

    Another area where applicants struggle is ranking programs. Some IMGs base their rank list heavily on perceived prestige rather than considering factors like training environment, location, support systems, and long-term goals. While reputation can be important, your day-to-day experience during residency will have a significant impact on your well-being and success. Taking the time to reflect on what matters most to you can lead to a more thoughtful and satisfying rank list.

     

    Ironing Out the Details 

    A particularly challenging area for IMGs is navigating visa considerations, and mistakes here can be costly. Some applicants apply to programs without confirming whether they sponsor their required visa type, leading to wasted applications. Others fail to clearly communicate their visa status in their application, which can create confusion or lead to automatic filtering. Being transparent and strategic about visa-related factors is essential.

     

    Another overlooked mistake is not seeking mentorship or guidance during the process. Many IMGs try to navigate residency applications independently, which can lead to missed opportunities or preventable errors. Connecting with mentors, whether through alumni networks, clinical experiences, or online communities, can provide valuable insights into program selection, application strategy, and interview preparation. Learning from others who have successfully matched can help you avoid common pitfalls.

     

    The Big Picture

    Resilience is another factor that often gets underestimated. The application process can be long and emotionally taxing, especially for IMGs who may face additional barriers. Some applicants become discouraged after receiving rejections or a limited number of interviews and lose momentum. Others may not have a backup plan in place, which can create significant stress if things don’t go as expected. Approaching the process with flexibility and a contingency plan can help you stay grounded.

     

    One of the most important mistakes to avoid is losing sight of the bigger picture. The residency application process can feel all-consuming, but it’s just one step in your medical career. It’s easy to become fixated on specific outcomes or compare yourself to others, but each journey is unique. Staying focused on your goals, maintaining perspective, and continuing to grow throughout the process can make a meaningful difference.

     

    At the end of the day, being an IMG is not a disadvantage, it’s a unique strength when approached thoughtfully. Your diverse experiences, adaptability, and determination are qualities that residency programs value. By avoiding these common mistakes and approaching the process strategically, you can position yourself for success.

     

    The residency application journey is challenging, but it is also an opportunity to reflect on your path, refine your goals, and take the next step in your career. With preparation, insight, and resilience, you can navigate it effectively and find a program that aligns with your aspirations.

    How to ace an early career medical officer interview • LITFL

    Editor’s note: This post is a follow up (apparently much requested!) to How to ace a consultant interview for early career medical officers.

    Hello everyone! It is amazing that I am still getting contacted with questions about this article over seven years since it was written. Thank you for your engagement. I feel incredibly privileged to be able to support colleagues through the interview process.

    We are about to head into the annual medical recruitment period for early career medical officers in my neck of the woods. The most common question I get asked is how to adapt this advice if you are interviewing for a prevocational or training position. I thought it might be useful to answer that here.

    Most of the advice applies regardless of your level in the medical career hierarchy. The bit that is subtly different is how you respond to a clinical scenario. It’s not too tricky – you just respond to the clinical question in a way that demonstrates you are sensible and safe to provide care at the level of the job you are hoping to get. So – when applying for a consultant role, you need to demonstrate that you are a boss. Knock over the clinical basics quickly and head into the system level issues – research, clinical redesign, quality and safety. Only escalate complex things to the head of department. When applying for a PGY3 position, linger on the clinical basics a bit more. Demonstrate that you know how to assess and manage the patient in a well-structured way with solid clinical reasoning. Escalate unstable patients to the advanced trainee. Call your consultant about critical issues that need their input. Offer to work through the quality and safety issues with your team – and take the opportunity to demonstrate that you understand how clinical audits work and might present the case at the departmental meeting. You get the idea!

    Good luck everyone. Job applications are stressful for everyone. Preparation really, really helps. And remember, not everyone gets their dream job first time, but sometimes the job you didn’t expect to love turns out to be wonderful, or is a fantastic learning opportunity, or helps you work out what you don’t want more clearly, or allows you to keep trying and get the dream job next time. Sometimes your Plan B, Plan C or even Plan Z job turns your notion of what your dream job really is completely upside down.

    I have my fingers firmly crossed for everyone about to interview for a new job.

    SMILE 2

    Better Healthcare

    Dr Clare Skinner is an Emergency Physician in Sydney. Her professional interests include health system re-design, medical education and improving hospital culture. She is on a gazillion committees. In her spare time, she writes stories, plays music, makes bad art, and hangs out with her partner and kids. | @claski |

    USMLE Test Accommodations Process Changes in 2026

    The United States Medical Licensing Examination (USMLE) has announced an important update to its test accommodations request process that will affect all Step exam candidates, including international medical graduates (IMGs), beginning June 1, 2026.

     

    If you plan to request testing accommodations for USMLE Step 1, Step 2 CK, or Step 3, understanding these changes can help you avoid delays and ensure your application is submitted correctly.

     

    What Is Changing?

    Starting June 1, 2026, all USMLE test accommodation requests will be submitted and managed through the MyUSMLE Portal. This represents a significant shift from the previous process, which relied on PDF forms and email-based submissions.

     

    According to the USMLE program, the new system is designed to improve transparency by allowing examinees to:

    • Track accommodation requests in real time
    • View submission history
    • Monitor request status updates
    • Access previous accommodations records directly through the portal

     

    The goal is to streamline a process that handles thousands of accommodation requests each year while providing students with greater visibility throughout the review process.

     

    Important Deadline: May 15, 2026

    As part of the transition, the USMLE program temporarily paused new accommodation submissions. The accommodation request system was unavailable from May 15 through May 31, 2026, while data and records were migrated into the new platform.

     

    Students who submitted accommodation requests before May 15, 2026, at 5:00 p.m. ET will still have their requests processed. Those requests will automatically transfer into the MyUSMLE Portal once the migration is complete. Beginning June 1, 2026, all new requests must be submitted through the MyUSMLE Portal.

     

    What Happens to Existing Accommodation Requests?

    The transition includes historical records dating back to 2015.

     

    If you previously submitted a USMLE accommodations request, your information will automatically be transferred to the new system. Once you log into the MyUSMLE Portal, you will be able to access:

    • Previous accommodation requests
    • Current requests in progress
    • Historical accommodation decisions
    • Future accommodation submissions

     

    Students with active requests should receive instructions directly from the USMLE program regarding portal access.

     

    Does This Affect International Medical Graduates (IMGs)?

    Yes. The new accommodation process applies to all USMLE candidates, including students and graduates of international medical schools.

     

    IMGs who need testing accommodations will be required to create a MyUSMLE account if they do not already have one. Once registered, they will be able to manage accommodation requests entirely through the portal. For IMGs navigating the broader USMLE process, it is also important to stay current on exam requirements, timelines, and application deadlines.

     

    Are the Accommodation Requirements Changing?

    No. The USMLE has confirmed that only the submission process is changing. The eligibility guidelines, documentation requirements, and review standards remain the same. Candidates should continue to provide all required supporting documentation, including the Certification of Prior Test Accommodations (CPTA) form when applicable.

     

    The USMLE program still recommends submitting accommodation requests as early as possible because decisions may take approximately 60 business days to process.

     

    Which Exams Are Affected?

    The new process applies to all USMLE Step exams, including:

     

    After June 1, 2026, PDF accommodation request forms will no longer be accepted for any Step examination. Students preparing for upcoming exams should build accommodation planning into their study timeline.

     

    Why Is USMLE Making This Change?

    According to the USMLE program, the transition aims to improve both transparency and efficiency. Previously, examinees had limited visibility into the status of their accommodation requests after submission. The new portal-based system allows candidates to confirm receipt of documents, monitor progress, and access their accommodation history in one centralized location.

     

    The change is also expected to help the USMLE program process requests more efficiently as accommodation applications continue to increase each year.

     

    Key Takeaways

    If you plan to request accommodations for a future USMLE exam, here are the most important points to remember:

    • All accommodation requests now use the MyUSMLE Portal.
    • PDF request forms are no longer accepted after May 15, 2026.
    • The change applies to Step 1, Step 2 CK, and Step 3.
    • The change applies to both U.S. medical students and IMGs.
    • Documentation requirements and eligibility guidelines remain unchanged.
    • Candidates should continue submitting requests as early as possible and allow approximately 60 business days for review.

     

    As the USMLE continues to modernize its systems, staying informed about administrative updates is just as important as maintaining an effective study plan. Whether you’re preparing for Step 1, Step 2 CK, or Step 3, having the right guidance can make the process more manageable. Explore Elite Medical Prep’s personalized USMLE 1:1 tutoring services to get expert support tailored to your goals and exam timeline.

    TEFCA Government Benefits Determination Implementation is Here!

    We all know what it’s like to get forms completed with all the right information (and to get it done quickly!), and patients seeking determinations on their eligibility for Social Security Disability Insurance know this all too well. Patients and providers often spend significant time and resources retrieving, reviewing, copying, and transmitting relevant medical records. The Department of Health and Human Services and the Social Security Administration (SSA) are taking on the challenge to improve this process through the Trusted Exchange Framework and Common Agreement™ (TEFCA™). The Assistant Secretary for Technology Policy and Office of the National Coordinator for Health Information Technology (ASTP/ONC), SSA, and the TEFCA Recognized Coordinating Entity® (RCE®) have collaborated to release the Exchange Purpose Implementation Standard Operating Procedure (SOP): Government Benefits Determination to help make this process more efficient for the patients and the providers who provide the information patients need to submit.  

    The SOP details how government entities at the federal, state, local, or tribal level can leverage TEFCA to obtain information needed to determine an individual’s eligibility for non-health care government benefits. The Government Benefits Determination Exchange Purpose includes a sub-exchange purpose that supports two SSA programs that provide benefits based on disability: the Social Security Disability Insurance program (title II of the Social Security Act) and the Supplemental Security Income (SSI) program (title XVI of the Act). By obtaining medical records through interoperability networks supported by TEFCA, SSA can accelerate disability determinations through faster medical record collection – which could take minutes or seconds instead of weeks or months for traditional methods. This in turn can reduce SSA’s operating costs by eliminating the need to print and mail documentation.

    Technological requirements have also been updated to make this a reality. The Qualified Health Information Network® (QHIN©) Technical Framework Agreement (QTF) Version 2.1 was updated to help make this process more efficient and facilitate implementation of the SOP. The update ensures that requests from government entities for benefits determinations are efficiently routed to specific organizations that the government knows are stewarding the information needed, rather than openly querying the entire network.

    The 11 QHINs will implement updates to align with these documents and the updated Exchange Purposes SOP. ASTP/ONC is thrilled to work with our federal and non-federal partners to make sure TEFCA continues to support the needs of the care community. To keep abreast of all the recent TEFCA updates, we recommend following along through the new transparent process for amendments to framework agreements, technical requirements, and SOPs by visiting the RCE’s Topics in Change Management page.

    View the SOP

    The Tide and the Speedboats: TEFCA and CMS-Aligned Networks 

    In July our colleagues at the Centers for Medicare & Medicaid Services (CMS) launched an ambitious Health Technology Ecosystem pledge program. The groundswell of energy and enthusiasm for the program has been remarkable, and we’re glad to be their partner. CMS established several pledge categories associated with aspirational criteria included within its CMS Interoperability Framework. This post looks specifically at the similarities and differences between the Trusted Exchange Framework and Common Agreement™ (TEFCA™) and the “CMS-Aligned Network” pledge category. 

    How TEFCA and CMS-Aligned Networks Relate

    To start, both TEFCA and CMS-Aligned Networks are built around the same objective – supporting patients, providers, and other authorized entities in securely accessing and exchanging the electronic health information needed to improve care and reduce burden. Building on this shared purpose, CMS created the CMS-Aligned Network pledge criteria to give any network – including new entrants and networks with different business models – a pathway to accelerate interoperability capabilities. Participation is open and voluntary, and it complements TEFCA rather than replacing it. In fact, all the organizations who have become Qualified Health Information Networks™ (QHINs™) under TEFCA have also pledged to be a CMS-Aligned Network. That’s why the combination of these two initiatives is so powerful.   

    TEFCA implements the 21st Century Cures Act’s requirement to establish a Common Agreement for participating parties involved in network-to-network exchange, whereas CMS has given networks the opportunity to publicly step up and “do more, faster.”  Any organization that self-identifies as a network and agrees to meet the CMS Interoperability Framework can pledge to be a “CMS-Aligned Network.” While the CMS-Aligned Network pledge does not establish a centralized network governance structure like TEFCA, CMS actively defines the expectations for pledgees and convenes technical working groups to shape the criteria and measures of success.

    Through this collaborative process, pledgees commit to shared goals, contribute to the development of common approaches, and are expected to make steady progress. CMS may remove organizations that no longer meet the criteria, and pledgees may withdraw voluntarily if they are no longer aligned. CMS-Aligned Networks must meet HITRUST requirements and fully comply with HIPAA rules and all other applicable privacy and security laws and regulations. 

    TEFCA provides one set of network participation policies, one set of nationwide connectivity services, and one approach to network oversight for all participants. Having gone live at the end of 2023, TEFCA’s governance has matured into a participatory, public-private, collaborative model. Additionally, for a health information network to become a QHIN under TEFCA and demonstrate it is up to the task of facilitating cross-network exchange, at nationwide scale, the requirements are rigorous and specific. Not only do such networks need to address aspects like cybersecurity insurance, annual third-party security assessments, and U.S. ownership status, they also need to demonstrate their technical competencies as part of a regimented onboarding process. Moreover, QHINs are also required to ensure Participants and Subparticipants within their network adhere to specific terms of participation, which is a level of operational network policy that is not necessary for the CMS-Aligned Network pledge program. 

    Different Paths to Accelerating Interoperability

    Where TEFCA looks to be a rising tide that lifts all boats, networks that have pledged to be a CMS-Aligned Network are more like speedboats shooting out ahead to achieve specific milestones. For instance, one CMS Interoperability Framework criterion applicable to CMS-Aligned Networks is that networks provide “an accounting record of all network-facilitated transactions, including for treatment, (who accessed patient’s data, when, and why) and ensures a timely response for each request.” Similarly, the CMS Interoperability Framework expects that “patient consent preferences, when included in a transaction, must be shared with all involved parties, including for treatment use cases.” Implementing these pledge criteria is as important as it will be challenging because they go considerably beyond current policy baselines and require a level of automation and process standardization not yet universally in place in health care.

    Similarly, the CMS Interoperability Framework spotlights “patient appointment and encounter details” for accelerated effort by each individual CMS-Aligned Network, whereas this use case does not necessarily fit TEFCA’s focus on cross-network exchange. TEFCA and the CMS Interoperability Framework share the most commonalities in terms of underlying technical expectations. Both reference support for USCDI, HL7® FHIR®, and IAL2 and AAL2 from a digital identity perspective as well as expected capabilities and timeliness for record location and query.  

    The main difference is the pace and structure. TEFCA progresses through a formal, stepwise governance process, while CMS-Aligned Networks evolve through an ongoing connect-a-thon style model that encourages rapid testing, learning, and refinement. The two approaches are complementary – one provides stability, the other accelerates innovation. 

    Ultimately, TEFCA will be better off to the extent that CMS-Aligned Networks are able to achieve their pledges and, collectively, we are able to advance efforts to empower patients with their electronic health information and leverage interoperability to reduce administrative burden. We look forward to continuing to advance TEFCA and remain committed to its growth. 

    NRMP Rank List Timeline Explained

    After months of applications, interview invitations, travel, thank-you emails, and endless conversations with mentors, residency applicants finally reach one of the most important stages of the Match process: creating their rank order list.

    For many students, this period feels surprisingly stressful. Interviews are over, but now comes the question that can keep applicants awake at night: How should I rank my programs?

     

    The good news is that the Match process is designed to favor applicants, and understanding the timeline can help reduce a lot of unnecessary anxiety. Here’s a step-by-step guide to the major rank list deadlines and what you should be doing at each stage.

     

    First, Understand the Different Match Systems

    One common source of confusion is that not every specialty participates in the same Match.

     

    Most residency specialties use the National Resident Matching Program (NRMP), but ophthalmology and urology have separate matching systems with their own timelines.

     

    As a result, applicants pursuing these specialties will finalize their rankings and learn their results earlier than applicants participating in the Main Residency Match.

     

    For the 2027 cycle, the major specialty-specific milestones are:

    • Early January 2027 – Urology Rank Lists Due
    • Late January 2027 – Ophthalmology Rank Lists Due
    • Early February 2027 – Urology & Ophthalmology Match Day

    For everyone participating in the NRMP Main Residency Match, the timeline begins shortly afterward.

     

    January 29, 2027: Standard NRMP Registration Deadline

    This is an easy date to overlook, but it’s important.

     

    January 29, 2027 is the standard registration deadline for both the Match and SOAP (Supplemental Offer and Acceptance Program). Applicants who register after this date can still participate, but additional fees apply.

     

    If you haven’t already registered with the NRMP, don’t wait until the last minute. Technical issues, forgotten passwords, and payment problems always seem to appear at the worst possible time. Plan ahead so you’re not scrambling at the last minute!

     

    Consider this your final “administrative housekeeping” deadline before the rank list season officially begins.

     

    Fill out the form below to receive your free Residency Timeline via email!

    

     

    February 1, 2027: Rank List Entry Opens

    On February 1, 2027, applicants can begin entering programs into their NRMP Rank Order List through the R3 system.

     

    This is the point when many students feel pressure to have their list completely finalized. In reality, that’s rarely necessary.

     

    Most applicants spend the first week or two organizing their thoughts, reviewing interview notes, speaking with mentors, and comparing programs. The system allows you to edit your list as often as you’d like before the certification deadline. Even after certifying your list, you can continue making changes as long as you recertify before the deadline. This is important, you must recertify each list that you make changes to or your updates won’t be saved. 

     

    Think of February as your decision-making month.

     

    How Should You Build Your Rank List?

    This is when applicants feel a lot of stress and pressure. The NRMP matching algorithm is applicant-favorable, meaning your best strategy is remarkably simple: Rank programs in your true order of preference.

     

    Not where you think you’ll match. Not where someone told you you’re “most competitive.” Not where you think the program ranked you.

     

    Simply rank programs based on where you would most like to train. The Match algorithm works best when applicants honestly express their preferences. The NRMP specifically recommends constructing your rank list according to genuine preference rather than attempting to game the system. This is because the algorithm tries to put applicants at their top choice programs first instead of trying to give programs their top choice applicants. 

     

    A common mistake is moving a dream program lower because you assume the program won’t rank you highly. In reality, doing so will only hurt your chances of matching there.

     

    If Program A is your favorite, rank it first. If Program B is your second favorite, rank it second. The algorithm will handle the rest. 

     

    February: Questions to Ask Yourself

    As you organize your list, it can be helpful to revisit the factors that matter most to you.

     

    Consider questions such as:

    • Which program felt most supportive during interviews?
    • Where could I realistically see myself living for the next 3 to 7 years?
    • Which program offers the strongest training in my career interests?
    • How important are location, family, and lifestyle?
    • Which residents seemed happiest?
    • Where would I be most excited about when I open Match Day results?

     

    There is no universally “correct” rank list. A perfect program for one applicant may be a poor fit for another. The goal is not to create the rank list that impresses other people. The goal is to create the rank list that reflects your own priorities.

     

    March 3, 2027: Rank Order List Certification Deadline

    This is the big one. Applicants must certify and submit their rank order list by March 3, 2027 at 9:00 PM Eastern Time. Programs must also certify their lists by this deadline.

     

    A few important reminders:

    First, simply entering programs is not enough. Your list must be officially certified in the system.

     

    Second, do not wait until the final hour. Every year, applicants experience internet issues, login problems, or last-minute panic. Submitting early provides peace of mind while still allowing you to make changes later if needed. Again, you can change your list as long as it’s prior to this deadline and you make sure that you always recertify it!

     

    Finally, verify that every program on your list is the correct track and program code. Many institutions have multiple tracks, preliminary positions, research pathways, or affiliated sites. Triple-check everything before certifying.

     

    What Happens After You Submit?

    Once the certification deadline passes, applicants enter what many students consider the hardest part of the process: waiting.

     

    The NRMP uses its matching algorithm to compare applicant preferences with program preferences and determine final placements. Both applicant and program rank lists are considered in the process.

     

    At this point, there is nothing left to optimize. No additional emails. No secret strategy. No last-minute maneuvering.

     

    The Match outcome is determined entirely by the algorithm using the certified rank lists that were submitted before the deadline.

     

    The Most Important Strategy Advice

    If there is one takeaway I can share from this entire process, it’s this: Trust your instincts.

     

    Every year, applicants spend countless hours trying to predict how programs will rank them. In reality, applicants rarely have enough information to make accurate predictions.

     

    There is no way to outsmart the algorithm, focus on identifying where you genuinely want to train. The Match was built to reward honest preferences.

    Create a rank list that reflects where you would be happiest, certify it before the deadline, and then give yourself permission to step away from residency planning for a few days. You’ve already done the hard part. Now it’s time to let the Match work as intended.

     

    Quick 2027 Rank List Timeline

    Early January 2027
    Urology Rank Lists Due

    Late January 2027
    Ophthalmology Rank Lists Due

    January 29, 2027
    Standard NRMP Registration Deadline for Match & SOAP

    Early February 2027
    Urology & Ophthalmology Match Day

    February 1, 2027
    First Day to Submit and Edit NRMP Rank Order Lists

    March 3, 2027
    Deadline to Certify and Submit NRMP Rank Order Lists (9:00 PM ET)

    Catalyst is coming… 23rd July 2026 • LITFL

    Catalyst: Critical Care Ideas in Action fuses potent ideas with practical action. It is built for critical care clinicians of all stripes who want meaningful change to become reality.

    To make this all happen, we are bringing together an exceptional group of clinicians, thinkers, and educators. This includes Victoria Brazil, Eve Purdy, Brian Burns, Tom Evens, Neil Orford, and Shaun Greene among others. Their expertise spans resuscitation, human factors, trauma, toxicology, leadership, and systems innovation — from prehospital, the ED, and the ICU. They will be joined by a faculty of interprofessional clinicians and educators from the Alfred ICU.

    PROGRAM HIGHLIGHTS

    The morning theme — Resuscitation of the Critically Ill — grapples with critical care toxicology, the art and science of resuscitology, and ECPR. We will be challenged to reexamine how we can save our sickest patients. Peak Performance in Critical Care follows in the afternoon. Here we examine how we perform under pressure, how we make teams work, and how we build cultures that support patient care. This is the human side of high‑stakes care — the mindsets, behaviours and workplace environments that allow clinicians to bring their best when it matters.

    Central to Catalyst are high‑impact IDEAS talks — provocations that will inspire, clarify, and spark curiosity. They lead to immersive ACTION breakout sessions where participants roll up their sleeves, share their perspectives, and discover solutions to patient care problems. Each theme closes with a collective reflection to reinforce insights and support real change.

    We hope you will be there with us.

    Find out more and register at the Catalyst event page.

    Chris is an Intensivist and ECMO specialist at The Alfred ICU, where he is Deputy Director (Education). He is a Clinical Adjunct Associate Professor at Monash University, the Lead for the  Clinician Educator Incubator programme, and a CICM First Part Examiner.

    He is an internationally recognised Clinician Educator with a passion for helping clinicians learn and for improving the clinical performance of individuals and collectives. He was one of the founders of the FOAM movement (Free Open-Access Medical education) has been recognised for his contributions to education with awards from ANZICS, ANZAHPE, and ACEM.

    His one great achievement is being the father of three amazing children.

    On Bluesky, he is @precordialthump.bsky.social and on the site that Elon has screwed up, he is @precordialthump.

    | INTENSIVE | RAGE | Resuscitology | SMACC

    HHS Wants Your Ideas to Accelerate AI in Clinical Care 

    In collaboration with the U.S. Department of Health and Human Services (HHS) Deputy Secretary’s office, the Assistant Secretary for Technology Policy/Office of the National Coordinator for Health Information Technology (ASTP/ONC) has released a request for information (RFI) focused on one big question: What would it look like if we put the whole of HHS toward accelerating the use of artificial intelligence (AI) in clinical care? This RFI builds on the recently published HHS AI Strategy and the administration’s overall AI policy framework. To complement the AI Strategy’s look at how we’ll use AI across HHS operations, this RFI seeks your best ideas on the actions HHS could take to accelerate the use of AI in clinical care.   

    HHS is especially interested in comments from those building AI tools for clinical settings, those buying or implementing AI tools for clinical settings, and those who want to use AI in clinical care but face barriers. Your input will inform how HHS uses three major levers: regulation, reimbursement, and research and development. 

    Comments will be due 60 days after publication in the Federal Register, so now’s the time to put your thinking caps on. 

    Read the AI RFI

    Today we have also released a handful of new information blocking FAQs, including one that addresses practices that interfere with automation technology’s ability to access, exchange, or use electronic health information. The other new information blocking FAQs can be found on our main FAQs page and are directly accessible through these links: 

    Foreign body pulmonary embolisation • LITFL

    Migration of a subdermal contraceptive implant to the pulmonary artery

    A 36-year-old woman presented with new irregular menstrual bleeding. An Implanon NXT device had been inserted into the medial aspect of her left upper arm 14 months earlier, after which she had experienced amenorrhoea. For the preceding month, she had been unable to palpate the implant and was concerned that it was no longer in situ.

    On examination, she was haemodynamically stable and systemically well. The implant was not palpable in the left upper arm. Ultrasound of the left upper arm failed to identify the device.

    A chest X-ray was performed to assess for distant migration and demonstrated a very subtle linear radiopaque foreign body projected over the right lower lung field (drag the slider to reveal the annotated finding)

    Chest radiograph demonstrating a subtle linear radiopacity projected over the right lower lung field (arrow)

    Subsequent CT pulmonary angiography confirmed a 4 cm linear hyperdense foreign body within the right pulmonary arterial tree, consistent with embolisation of the Implanon NXT device.

    CT pulmonary angiogram: coronal and axial views confirming a linear hyperdense foreign body within the right pulmonary artery.

    The implant was subsequently retrieved under fluoroscopic guidance by endovascular technique.

    Fluoroscopic image: capture and retrieval of the migrated implant

    Pulmonary arterial embolisation of a contraceptive implant Q/A
    1. What was the first clue?

    A contraceptive implant that was expected to remain palpable in the upper arm can no longer be felt by the patient or clinician. In this case, new irregular bleeding prompted review, but the most important diagnostic clue was anatomical. The previously palpable implant in the left upper medial arm was no longer palpable.

    2. What is the device?

    Implanon NXT/Nexplanon is a small, flexible, 4 cm etonogestrel contraceptive rod designed for subdermal insertion in the upper arm. Unlike earlier non-radiopaque Implanon devices the Implanon NXT/Nexplanon contains barium sulphate, making it visible (radiopaque) on plain X-ray and CT. This allows a missing implant to be followed beyond the arm if local imaging fails to identify it.

    3. Is this migration or embolisation?

    Local implant migration refers to movement over a short distance from the insertion site. Pulmonary arterial migration requires access to the venous circulation, transit through the right heart, and lodgement in a pulmonary arterial branch. Once the implant reaches the pulmonary arterial circulation this process is more accurately described as intravascular foreign body embolisation.

    4. How can a contraceptive implant inserted in the arm reach the pulmonary artery?

    The most commonly proposed route is venous. If the implant enters an upper limb vein, it can pass through the axillary and subclavian venous system, enter the superior vena cava, pass through the right atrium and right ventricle, and lodge in the pulmonary arterial tree.

    The commonly cited venous entry points are the basilic and brachial veins given their proximity to the medial upper arm insertion region. The exact point of venous entry is rarely proven in individual cases.

    5. Did embolisation occur at insertion, or later?

    Some published cases suggest primary intravascular placement, particularly if the implant was never palpable or insertion was followed by significant bleeding, bruising, or haematoma. Other cases are less clear, especially when the implant was reportedly palpable for weeks or months after insertion.

    A key distinction is time to detection versus time to embolisation. A device discovered in the pulmonary artery months or years after insertion may have embolised early and remained clinically silent until attempted palpation, replacement, or removal.

    6. How do patients present?

    Many patients are asymptomatic. The problem is often discovered when the implant cannot be palpated at planned removal, replacement, or assessment of contraceptive efficacy. Others present with respiratory or chest symptoms, including chest pain, dyspnoea, cough, haemoptysis, non-specific chest discomfort, or rarely pneumothorax.

    Symptoms do not reliably predict the location of the implant or whether endovascular retrieval will be possible.

    7. How should a missing implant be investigated?

    A non-palpable implant should be actively localised. The initial search should begin in the arm, with physical examination and local imaging. Ultrasound is commonly used and plain X-ray is useful for radiopaque devices.

    If the implant is not identified in the upper limb, the search should extend to the chest. Chest radiography may demonstrate a subtle or obvious linear radiopaque foreign body projected over the lung field. CT pulmonary angiography should then be performed to confirm whether the device is intravascular, define the pulmonary arterial branch involved, assess how distal it lies, and look for associated thrombosis, stenosis, infarction, or parenchymal change.

    8. Where does the implant lodge?

    Published cases include right- and left-sided pulmonary arterial locations. Many implants lodge in lower-lobe segmental or subsegmental branches, but right upper lobe, right middle lobe, right lower lobe, left upper lobe and left lower lobe cases have all been described. The implant typically lodges distally in a segmental or subsegmental pulmonary arterial branch, rather than in one predictable lobe.

    9. Why does timing matter?

    Timing matters because a foreign body lodged in a pulmonary arterial branch may become endothelialised, fibrosed, encapsulated, or embedded in the vessel wall. Once this occurs, endovascular snare retrieval may fail or become hazardous. Attempted traction on a fixed implant risks vascular injury, bleeding, or incomplete retrieval.

    Early localisation may therefore increase the chance of successful endovascular removal, while delayed diagnosis may require thoracoscopic or open surgical techniques.

    10. How is it removed?

    When feasible, endovascular retrieval is the least invasive option. Reported techniques include femoral or internal jugular venous access, pulmonary arteriography, catheter manipulation, and loop-snare retrieval.

    If the implant is distal, fixed, endothelialised, or inaccessible, surgical management may be required. Reported approaches include thoracoscopic arteriotomy, mini-thoracotomy, wedge resection, and segmentectomy. In some patients, the implant has been left in situ because retrieval failed, was considered too risky, the device was thought to be hormonally inactive, or the patient declined intervention.

    11. Does every pulmonary arterial implant need removal?

    No universal rule exists. Management should be individualised according to symptoms, implant location, vascular compromise, evidence of thrombosis, duration since insertion, technical retrievability, ongoing hormonal activity, pregnancy wishes, procedural risk, and patient preference.

    The long-term consequences of leaving a contraceptive implant within the pulmonary arterial system remain uncertain.

    12. What is known about incidence and risk factors?

    Pulmonary arterial embolisation of etonogestrel implants is rare, and its true incidence is uncertain. Data are limited by under-reporting, duplicate reporting, reporting bias, and increased detection after safety warnings.

    The strongest suspected risk factor is insertion technique, particularly deep or intravascular insertion. Other proposed contributors include low body mass, thin arms, repeat insertion at the same site, insertion near mobile tissue planes or neurovascular structures, and subsequent local movement.

    13. What do larger reports and reviews show?

    The literature is difficult to summarise because it consists of overlapping case reports, pharmacovigilance datasets, national reporting studies and small management cohorts. Individual case reports are useful for mechanism and imaging appearances, drug surveillance datasets define epidemiology whilst management studies inform retrieval success and failure. The following table summarises key journal articles within these realms.

    SourceWhat was reviewedWhat was foundKang
    2017FAERS pharmacovigilance

    38 etonogestrel implant migrations, excluding cases already published in the literature

    9 involved the lung/pulmonary artery; 1 chest wall; 14 other vascular sites; 14 extravascular distant sites such as axilla, clavicle/neck/shoulder. Most were asymptomatic and detected when removal was requested. 7/38 reported symptoms such as pain, discomfort or dyspnoea.Hindy
    2020Case report + literature review.

    Asymptomatic right middle lobe pulmonary artery case, plus 11 previously published PubMed cases

    Case: Issue detected at planned removal after 3 years when the implant was non-palpable. CXR showed an elongated right perihilar foreign body, CT angiography confirmed right middle lobe pulmonary artery migration, and the device was retrieved via right internal jugular venous access using an Ensnare loop.
    Review concluded that at least 21 pulmonary embolisation cases had been reported.Simon
    2020French surveillance study

    906 reports of implant migration or removal complications; 27 pulmonary vascular migrations identified after duplicate exclusion

    19 specified as pulmonary artery migrations: left branch (9), right branch (4), unspecified (6. Discovery occurred at requested removal in 59%, after respiratory complaints in 24%, and because the implant was no longer palpable in 17%.
    Of 24 cases with management data, 15 were removed and 9 left in situ. Reported migration incidence estimated at 1.76/100,000 implants overall, with a 2017 peak of 3.17/100,000.Clermidy
    2022Tertiary referral cohort.

    8 patients referred with pulmonary artery migration between 2015 and 2020

    Implants located in upper lobes (2) and lower lobes (6). Five patients had pulmonary symptoms, most commonly chest pain and dyspnoea. Endovascular retrieval was attempted in all 8 and succeeded in 3. In the 5 failures, angiography showed arterial thrombosis distal to the implant; all 5 then underwent successful open mini-thoracotomy under 5 cm, without serious post-operative complications. Two of the 3 successful endovascular retrievals had early diagnosis within 3 months.Wali
    2021Case report + literature review

    One surgically managed case plus comparison with prior literature

    Case: Patient had return of irregular menstruation and a missing implant. Imaging showed a 4 cm linear opacity in a subsegmental branch of the left pulmonary artery. Mini-thoracotomy and arteriotomy failed to retrieve it, requiring segmentectomy. The implant was completely endothelialised within the arterial wall. They noted that most reported embolised implants were distal and technically difficult targets, and cited a high proportion in the left lower lobe.Maybury
    2024Case report + literature review

    Their own surgical case plus a compiled review of reported pulmonary vascular migrations

    Case: Asymptomatic 22-year-old with a non-palpable implant at elective removal. Imaging showed migration to a distal left pulmonary artery branch; endovascular retrieval failed because the implant was encapsulated/adherent, and VATS left lower lobe basilar S7–9 segmentectomy was required.
    Compiled review: reported 55 prior cases 21 successful endovascular retrievals, 13 left in situ, 11 straight to VATS, 6 failed endovascular retrieval followed by successful VATS, 2 failed endovascular retrieval left in situ, and 3 unknown outcomes.Kareem
    2025Case report + literature review

    One very delayed case, with prior literature context

    Case: Woman in her late 30s had a non-palpable implant 1 week after insertion but no investigation until years later. Imaging showed a subsegmental left lower lobe pulmonary arterial implant. Because she was asymptomatic, the implant appeared stable and was likely endothelialised after 6 years, conservative follow-up was chosen. The paper also notes that marketing-authority reports greatly exceed individually published cases.Table. Key literature summaries and aggregate data on pulmonary arterial migration of etonogestrel contraceptive implants.

    14. What should clinicians learn?

    A missing implant should not be dismissed as “deep”, “difficult to feel”, or presumed expelled. Correct superficial insertion, immediate confirmation of palpability, patient education about self-palpation, and prompt localisation of non-palpable implants are central prevention and detection steps.

    If a radiopaque implant cannot be found in the arm, the chest must be included in the search.

    References
    • Ismail H, Mansour D, Singh M. Migration of Implanon. J Fam Plann Reprod Health Care. 2006 Jul;32(3):157-9.
    • Patel A, Shetty D, Hollings N, Dodds N. Contraceptive implant embolism into the pulmonary artery. Ann Thorac Surg. 2014 Apr;97(4):1452
    • D’Journo XB, Vidal V, Agostini A. Intravascular pulmonary migration of a subdermal contraceptive implant. Ann Thorac Surg. 2015;99(5):1828
    • O’ Brien A, O’Reilly MK, Sugrue G, Lawler L, Farrelly C. Subdermal Contraceptive Implant Embolism to a Pulmonary Artery. Ann Thorac Surg. 2015 Jun;99(6):2254-5
    • Heudes PM, Laigle Querat V, Darnis E, Defrance C, Douane F, Frampas E. Migration of a contraceptive subcutaneous device into the pulmonary artery. Report of a case. Case Rep Womens Health. 2015 Sep 24;8:6-8. 
    • Kang S, Niak A, Gada N, Brinker A, Jones SC. Etonogestrel implant migration to the vasculature, chest wall, and distant body sites: cases from a pharmacovigilance database. Contraception. 2017 Dec;96(6):439-445.
    • Gallon A, Fontarensky M, Chauffour C, Boyer L, Chabrot P. Looking for a lost subdermal contraceptive implant? Think about the pulmonary artery. Contraception. 2017 Feb;95(2):215-217
    • Cerato A, Luyckx M, Ghaye B. Migration of implanon contraceptive implant into the pulmonary artery. Diagn Interv Imaging. 2019 Jan;100(1):59-60.
    • Hindy JR, Souaid T, Larus CT, Glanville J, Aboujaoude R. Nexplanon migration into a subsegmental branch of the pulmonary artery: A case report and review of the literature. Medicine (Baltimore). 2020 Jan;99(4):e18881.
    • Simon C, Maurier A, Gaboriau L, Vrignaud L, Dayani P, Vaillant T, Andrée Bos-Thompson M, Jonville-Bera AP. Incidence and characteristics of intravascular pulmonary migration of etonogestrel implants: A French nationwide study. Contraception. 2020 Sep;102(3):186-189.
    • Shekarforoush M, Chapman S, Moriarty HK, Koukounaras J, Goh GS, Clements W. Implanon NXT embolisation into the pulmonary arterial tree. Aust J Gen Pract. 2020 Sep;49(9):585-586
    • Wali A, Bilkhu R, Rizzo V, Bille A. Contraceptive implant migration to the lung. BJR Case Rep. 2021 May 12;7(4):20200216
    • Clermidy H, Fabre D, Hugues JN, Alonso CG, Mitilian D, Mercier O, Brenot P, Charbonneau P, Fadel E. Management of Etonogestrel implant migration into the pulmonary artery. Contraception. 2022 Sep;113:62-67. 
    • Enabi J, Al-Ayyubi R, Amador P, Herrera A, Deepika D. Migration of a Contraceptive Subdermal Device Into the Lung. Cureus. 2023 Nov 2;15(11):e48179
    • Maybury EK, Affrin ZC, Popa C, Fowler M, Laliberte BD, Clarke SC. Nexplanonectomy-the surgical removal of an embolized implanted contraceptive device: a case report and review of the literature. J Med Case Rep. 2024 May 2;18(1):234.
    • Borg M, Swaminathan M, Cheuk J, Michael J, Walker G. Early endovascular retrieval of a migrated Implanon NXT from a branch of the right pulmonary artery. BMJ Case Rep. 2024 Aug 14;17(8):e261381.
    • Kareem T, Frain D, Raza S, Watson NA. Subdermal contraceptive implant migration to pulmonary artery branch. BMJ Case Rep. 2025 Jan 30;18(1):e262771.
    • Cadogan M. Exogenous Calcium Embolism. LITFL
    • MIMS Australia. Implanon NXT CMI. Australian Commission on Safety and Quality in Health Care. Published in April 2025. Accessed on June 8, 2026.

    CLINICAL CASES

    Pulmonary Puzzler

    MBBS, Curtin University. Junior doctor working at Sir Charles Gairdner Hospital. Interested in Emergency Medicine, education and baking.

    BA MA (Oxon) MBChB (Edin) FACEM FFSEM. Emergency physician, Sir Charles Gairdner Hospital. Passion for rugby; medical history; medical education; and asynchronous learning #FOAMed evangelist. Co-founder and CTO of Life in the Fast lane | On Call: Principles and Protocol 4e| Eponyms | Books |

    AI in Cardiac CT • LITFL • Artificial Intelligence

    Artificial intelligence (AI) is transforming cardiac CT from real-time coronary artery analysis and automated TAVI planning to detecting coronary inflammation invisible to the human eye. Panel discussion with Dr. Ronak Rajani exploring issues including AI hallucinations, accuracy, blackbox algorithms and clinician responsibility. Here we pick out a handful of highlights from a free full-length webinar on the topic.

    Is AI already part of my cardiac imaging workflow?

    It probably is. You just might not realise it. AI has been quietly embedded in many radiology platforms for years, handling image segmentation and generating curved multiplanar reformats in the background without revealing itself. 

    Why is there such urgency around AI in cardiac imaging?

    Here’s the ugly truth. Training a radiologist takes 11 years, and by 2050, roughly a quarter of the world’s population will be over 60. Demand for cardiac imaging is already outpacing the workforce, and that gap is only going to widen. In this regard, AI isn’t a luxury, it’s a practical response to a problem that isn’t going away. 

    What does a fully automated cardiac CT report look like in practice?

    In a live demonstration during the webinar, one platform produced a complete CCTA report with plaque analysis, calcium score, and CT-FFR included all within eight to ten minutes of the scan being performed. The clinician reviews the output, makes any edits, and approves it. It’s less of a replacement of the reporting process and more a very fast first draft that’s already done most of the heavy lifting.

    If an AI tool makes a diagnostic error, who is responsible?

    The question that almost all of us are thinking about. And the answer that AI companies would prefer not to advertise. Under most current legal and regulatory frameworks, the clinician retains primary responsibility for patient care, full stop. These tools are classified as decision support, not autonomous decision-makers. The AI suggests, the clinician decides.

    Can AI reliably automate TAVI CT planning?

    Reporting a TAVI scan is one of the most time-consuming tasks in cardiac imaging, regularly taking 30 to 40 minutes of careful manual measurement per case. AI platforms can reduce that down to a couple of minutes end-to-end, with less than one minute of clinician screen time. In terms of accuracy, they have been validated against expert measurements across more than 1,000 real-world patients and exceeded 98%.

    How can cash-strapped hospitals afford expensive AI tools?

    It’s a fair question, and one that was put directly to a company presenting its technology. Their answer focused on efficiency. If AI can reduce the time a clinician spends reviewing a case from several minutes to less than a minute, the same team can manage a much larger workload. In that sense, the productivity gains can help offset the cost of the technology. A second point was that hospitals may not need to carry the full financial burden alone. Other stakeholders, such as device manufacturers and industry partners who benefit from these analyses, may also have a role in supporting adoption. 

    What can AI detect in a cardiac CT that the human eye cannot?

    Two-thirds of major cardiac events after CCTA occur in patients without obstructive disease, a group often reassured and discharged to primary care. In a 40,000-patient UK cohort, individuals without obstructive CAD accounted for 66.3% of all major adverse cardiac events and 63.7% of cardiac deaths over a median 2.7 years.

    The hidden driver of much of this risk is coronary inflammation. AI-enabled analysis of standard CCTA can now quantify coronary inflammation indirectly, by reading subtle changes in the surrounding perivascular fat. AI can transform a routine CCTA into a map of active coronary disease biology, revealing inflamed, high-risk arteries in scans that may look “low risk” on conventional visual review

    Who should benefit when patient data is used to build commercial AI tools?

    One view put forward in the webinar was that value generated by AI tools built on NHS patient data ought to find its way back into the NHS, potentially through revenue-sharing arrangements. Whether that ever becomes policy is another matter, but it’s a question the field is going to have to navigate.

    References

    Trained in medicine at the University of Szeged and developed an early interest in public health and clinical research. She now works with Medmastery as a Webinar Specialist and In-House Teacher, creating practical educational content for healthcare professionals.

    Digital Dividends Realized: Hospital Patient Engagement Capabilities

    Someone is sitting in the shade today because someone planted a tree long ago.”

    This quote from Warren Buffett on investment portfolios could describe the evolution of patient engagement over the past decade. Much like a carefully built portfolio, the dividends from years of investments in health IT continue to emerge. It is useful to take stock of the dividends of our digitization efforts.

    In our first post in the Digital Dividends blog series, we explored how more individuals than ever are accessing and using their health information online, especially those managing chronic conditions or a recent cancer diagnosis. In this post, we look at how U.S. hospitals are helping enable that access, with a focus on where policy priorities, patient demand, and industry efforts have aligned to deliver on the promise of digitalization.

    The Eras of Patient Engagement

    Our recent data brief shows widespread adoption of patient engagement capabilities among hospitals. Patients can now view, download, and transmit their health data; import records from other organizations into a patient portal; view clinical notes; access information via apps; submit patient-generated data; and securely message providers.

    Figure 1. Non-federal acute care hospitals’ adoption of nine patient engagement capabilities, 2024

    Source: 2024 American Hospital Association Information Technology Supplement.
    Notes: PGD= patient-generated data. For more details, please see the data brief.

    After more than a decade of policy making and private-sector innovation, patient engagement has unfolded in three eras coinciding with evolving phases of policy: foundational, emerging, and advanced. These eras are not defined by adoption rates alone but by policies and innovations that set the stage for hospitals to invest in patient engagement capabilities.

    The Foundational Era of patient engagement was spurred by the HITECH Act and the Promoting Interoperability Programs (formerly Meaningful Use), which incentivized hospitals to adopt and demonstrate meaningful use of certified electronic health record technology. Foundational patient engagement capabilities – such as viewing medical records and messaging providers –were supported. In 2012, prior to the PI program, only 24% of hospitals provided patients with the capability to electronically view their health information. In 2025, 80% of hospitals reported adoption of all four foundational capabilities (view, download, transmit, and message), with nearly all hospitals (99%) enabling patients to view their health information electronically.

    The Emerging Era of patient engagement focused on expanding transparency and choice. This was driven by the 21st Century Cures Act and reinforced by subsequent Information Blocking regulations, which focus on reducing impediments to the access, exchange, or use of electronic health information. This era spurred hospitals’ adoption of capabilities to enable patients to have electronic access to their clinical notes and access their health information electronically via smartphone health apps. Now, more than 4 in 5 hospitals report supporting patient access to their information via apps, with 70% enabling HL7® Fast Healthcare Interoperability Resources® (FHIR®) based app access.

    We are now in our Advanced Era of patient engagement where hospitals are increasingly allowing patients to import and upload their own data, a key advancement in patient-centered care. Currently, less than half of hospitals enable this capability, which had not previously been driven by federal policy or incentives. Nevertheless, we note that there has been an upward trend in growth showing hospitals’ readiness to support more connected patient access and engagement. The Trump Administration earlier this summer announced progress toward building a smarter, more secure, and more personalized healthcare experience in partnership with innovative private sector companies. Through its most recent Health Tech Ecosystem announcements, CMS also issued a call to action urging exchange networks, payers, providers, and developers to move toward the “advanced era” of patient engagement.

    Figure 2. Non-Federal Acute Care Hospitals’ Adoption of Foundational, Emerging, and Advanced Engagement Capabilities in Any Setting: 2021-2024

    Source: 2021-2024 American Hospital Association Information Technology Supplement.

    Notes: “Foundational” refers to hospitals with early core patient engagement capabilities (view, download, transmit, secure messaging); “Emerging” includes those that added newer Cures Act–related capabilities (clinical notes and patient app access); and “Advanced” covers capabilities not yet required or incentivized (data import and patient-generated data [PGD]). *Indicates statistically significant difference from the same group in the preceding year at the 5% level. For more details, see the data brief.

    The New Digital Health Norm

    Since the onset of the COVID-19 pandemic, patients have come to expect a “new normal” regarding engagement with their health information. Demand for electronic access has surged, with patients now expecting near-instant access through smartphone apps. Our recent brief shows that federal policies and incentives aimed at enhancing patient access and hospitals’ achievements in offering these capabilities to patients have contributed to greater access and innovation.

    Variable Returns and Looking Ahead

    Community hospitals are the primary source of care for many Americans, and hospitals have been crucial enablers of electronic health information access. However, these gains have not been uniform. The foundational capabilities are nearly universal across hospitals, but more advanced capabilities like importing records and patient-generated data still lag among lower-resourced hospitals. These variable returns reflect the differences in hospital resources and vendor capabilities and have downstream implications for the patient populations they serve.

    Looking ahead, the federal government, working alongside the health IT community, provider groups, payers, patients, and other stakeholders, will continue the hard work of advancing patient empowerment. Policy support and technical progress will be essential to ensuring that all patients have access to the most impactful patient engagement capabilities. The health technology ecosystem recent request for information from CMS and ASTP/ONC underscores the need to expand access to technologies that empower patients to make informed decisions. Public responses offer us insights into where we have made progress and where more work is needed. Above all, patients want reliable, secure, and user-friendly systems that work for them. As we reflect on these responses, they’ll help us shape our policy priorities surrounding patient access to their health information.

    As this blog series continues, we will examine additional dividends and where our investments in digital health continue to yield value.

    VAFI and FARSI • LITFL

    OVERVIEW

    Definitions

    • VAFI is video-assisted flexible intubation, also termed FAVL or fiberoptic-assisted video laryngoscopy
    • FARSI is flexiscope-assisted rapid sequence intubation
    • Note that in clinical practice the terms flexiscope and flexible bronchoscopy are often used interchangeably with the older terminology of fiberoptic scope – most modern flexiscopes are not fiberoptic and use digital chip‑on‑tip cameras instead.

    VAFI and FARSI are hybrid airway techniques that combine:

    • Videolaryngoscopy (VL): airway exposure and creation of a pathway to the laryngeal inlet
    • Flexible bronchoscopy (flexiscope): definitive navigation into and down the trachea. 

    They were developed to address two distinct airway challenges:

    • VAFI addresses difficulty reaching or traversing the vocal cords – supraglottic pathology – the videolaryngoscope is primarily a delivery tool for the scope, not necessarily a visualisation tool for the cords.
    • FARSI address pathology below the cords (e.g. tracheal injury) – subglottic pathology – it designed to be fast and controlled, minimising airway manipulation

    VAFI and FARSI are not substitutes for awake intubation when it is indicated.

    USES

    VAFI  is used for situations where awake intubation is not appropriate or infeasible (e.g. agitated, non-cooperative, or obtunded patients) AND either:

    • Anticipated difficult intubation due to difficulty getting to or through the cords, e.g.
      • Anterior larynx
      • Crowded pharynx (loss of view when introducing tube)
      • Obstructing or friable supraglottic lesions
    • Failed intubation due to:
      • VL alone fails (poor view and/or can’t pass tube)
      • Flexiscopy alone is difficult (unable to navigate to vocal cords)

    FARSI is used for situations requiring rapid sequence intubation with controlled tube placement below the vocal cords

    • Trauma (e.g. hanging, blunt/penetrating injury) with:
      • suspected or confirmed tracheal disruption
      • risk of false passage or worsening tracheal tear

    DESCRIPTION

    VAFI

    • VL is inserted to:
      • displace soft tissues
      • open the airway
      • create a pathway to the laryngeal inlet
    • A flexible bronchoscope (with preloaded ETT) is used as a steerable bougie that:
      • identifies the vocal cords
      • advances into the trachea
      • guides tube placement

    FARSI

    • Performed as a standard RSI until ETT reaches the level of the cords
    • The tube is then paused at the glottis
    • A flexiscope is passed:
      • through the tube
      • beyond any tracheal disruption
    • Tube is advanced using a “railroading” technique over the flexiscope

    METHOD OF INSERTION/ USE

    VAFI

    • Insert videolaryngoscope and perform laryngoscopy
      • optimise space, not necessarily view
      • hyperangulated blade preferred
    • Introduce flexiscope with ETT preloaded
      • advance alongside VL blade
      • VL maintains space for flexiscope delivery
    • Identify vocal cords using flexiscope
    • Advance flexiscope into trachea
      • Confirm endotracheal location by identification of tracheal rings, trachealis muscle, and carina
    • Railroad ETT over scope
      • Once ETT positioned, remove flexiscope while stabilising the ETT
    • Confirm placement
      • bronchoscope view (and secondary confirmation with VL view)
      • ETCO₂
    • Secure the ETT

    Video demonstration of VAFI by Cliff Reid and the Sydney HEMS team:

    FARSI

    • Prepare for RSI (preoxygenate, optimise patient position, ensure team and equipment readiness)
    • Perform rapid induction and paralysis
      • Administer RSI drugs (e.g. thiopentone and suxamethonium)
      • Avoid positive‑pressure ventilation unless required to prevent or correct significant  hypoxaemia
      • Maintain manual in‑line stabilisation if indicated
    • Perform laryngoscopy
      • Suction airway if needed
      • Identify laryngeal inlet and vocal cords
      • Insert ETT to laryngeal inlet, but do not advance distal tip beyond the vocal cords
    • Introduce the flexiscope through the ETT into the trachea
      • Confirm endotracheal location by identification of tracheal rings, trachealis muscle, and carina
      • Inspect trachea for trauma (e.g. tracheal ring disruption or false passage)
      • Advance bronchoscope to the carina for definitive confirmation
    • Railroad ETT over scope
      • Ensure bevel orientation avoids mucosal injury
      • Once ETT positioned, remove flexiscope while stabilising the ETT
    • Confirm placement
      • bronchoscope view (and secondary confirmation with VL view)
      • ETCO₂
    • Secure the ETT

    CONTRA-INDICATIONS

    • Situations where awake intubation is indicated (e.g. suspected or known difficult airway in a cooperative patient)

    VAFI

    • Extremely limited access (e.g. severe trismus) preventing use of a laryngoscope
    • Inability to pass bronchoscope (e.g. gross contamination, severe bleeding)

    FARSI

    • No suspicion of tracheal injury (no added benefit over standard RSI)
    • RSI not required (e.g. fasted and negligible risk of aspiration)

    COMPLICATIONS

    General

    • Failed intubation
    • Loss of airway control
    • Hypoxia
    • Airway trauma

    VAFI specific risks

    • Bronchoscope obscured by blood/secretions
    • Tube impingement during railroading

    FARSI specific risks

    • Creation of false passage
    • Worsening tracheal disruption
    • Subcutaneous emphysema if ventilation before cuff inflation

    OTHER INFORMATION

    Tips and traps

    • When performing VAFI watch the VL screen when advancing the flexiscope to the laryngeal inlet, then watch the flexiscope screen when advancing through and beyond the vocal cords.
    • Rotate the bevel of the ETT anticlockwise when advancing through the laryngeal inlet over a flexiscope to avoid hang up or injury at the arytenoids
    • Once through the vocal rotate the ETT back if anterior tracheal injury is suspected to decrease the risk of the ETT hanging up on, and extending, a tracheal tear

    VAFI versus FARSI comparison

    FeatureVAFIFARSIProblemAbove cordsBelow cordsETT  preloaded on flexiscopeYesNoTimingControlledRapidPurposeFacilitate passage of flexiscope to laryngeal inletFacilitate safe passage below the laryngeal inlet and beyond site of injury

    See also the video of Adam Rehak’s talk on VAFI and FARSI from the 2022 Safe Airway Society meeting:

    Journal articles

    • Gunasekaran K, Joshi R, Karunagaran P, Yachendra VSG. A Hybrid Technique Using Video Laryngoscope-assisted Flexible Bronchoscopy to Facilitate Endotracheal Intubation in Children with Anticipated Difficult Airway: A Case Series. Turk J Anaesthesiol Reanim. 2025 Mar 21;53(2):77-81. doi: 10.4274/TJAR.2024.241587. PMID: 40116470; PMCID: PMC11931264.
    • Lenhardt R, Burkhart MT, Brock GN, Kanchi-Kandadai S, Sharma R, Akça O. Is video laryngoscope-assisted flexible tracheoscope intubation feasible for patients with predicted difficult airway? A prospective, randomized clinical trial. Anesth Analg. 2014 Jun;118(6):1259-65. doi: 10.1213/ANE.0000000000000220. Erratum in: Anesth Analg. 2015 Feb;120(2):495. PMID: 24842175.
    • Mercer SJ, Lewis SE, Wilson SJ, Groom P, Mahoney PF. Creating airway management guidelines for casualties with penetrating airway injuries. J R Army Med Corps. 2010 Dec;156(4 Suppl 1):355-60. doi: 10.1136/jramc-156-04s-15. PMID: 21302656.
    • Mercer SJ, Jones CP, Bridge M, Clitheroe E, Morton B, Groom P. Systematic review of the anaesthetic management of non-iatrogenic acute adult airway trauma. Br J Anaesth. 2016 Sep;117 Suppl 1:i49-i59. doi: 10.1093/bja/aew193. PMID: 27566791.
    • Reddy A, Bansal R, Kaloria N, Patel S, Gowda PK. Utility of the Awake Video Laryngoscopy Assisted Fibreoptic Intubation Technique in Maxillofacial Gunshot Injury – A Case Report. Ann Maxillofac Surg. 2023 Jan-Jun;13(1):120-122. doi: 10.4103/ams.ams_31_23. Epub 2023 Jul 25. PMID: 37711543; PMCID: PMC10499282.
    • Saunders TG, Gibbins ML, Seller CA, Kelly FE, Cook TM. Videolaryngoscope-assisted flexible intubation tracheal tube exchange in a patient with a difficult airway. Anaesth Rep. 2019 Apr 11;7(1):22-25. doi: 10.1002/anr3.12007. PMID: 32051940; PMCID: PMC6931294.

    FOAM and web resources

    Chris is an Intensivist and ECMO specialist at The Alfred ICU, where he is Deputy Director (Education). He is a Clinical Adjunct Associate Professor at Monash University, the Lead for the  Clinician Educator Incubator programme, and a CICM First Part Examiner.

    He is an internationally recognised Clinician Educator with a passion for helping clinicians learn and for improving the clinical performance of individuals and collectives. He was one of the founders of the FOAM movement (Free Open-Access Medical education) has been recognised for his contributions to education with awards from ANZICS, ANZAHPE, and ACEM.

    His one great achievement is being the father of three amazing children.

    On Bluesky, he is @precordialthump.bsky.social and on the site that Elon has screwed up, he is @precordialthump.

    | INTENSIVE | RAGE | Resuscitology | SMACC

    Match Week & SOAP Guide

    After months of applications, interviews, second-guessing your rank list, and counting down the days until Match results, residency applicants finally arrive at the moment they’ve been waiting for: Match Week.

     

    For many medical students, Match Week is equal parts excitement, anticipation, and anxiety. It’s the culmination of years of hard work, and in just a few short days, you’ll learn where you’ll spend the next several years of your training, which will undoubtedly shape the trajectory of your career.

     

    At the same time, Match Week can feel confusing. What happens on Monday? What if you don’t match? How does SOAP work? When do you find out your actual residency program? This guide walks through the entire week so you’ll know exactly what to expect.

     

    Fill out the form below to receive your free Residency Timeline via email!

    

     

    What Is Match Week?

    Match Week is the final stage of the residency application process. After all the applicants and programs submit their rank lists, the National Resident Matching Program (NRMP) then uses its matching algorithm to pair applicants and programs based on those rankings.

     

    Match Week is the week that those results are shared. Importantly, applicants do not learn where they matched initially. Instead, they first learn whether they matched at all.

     

    The specific program is revealed later in the week on Match Day.

     

    March 15, 2027: Match Status Day

    The first major event of Match Week occurs on Monday, March 15, 2027. At approximately 10:00 AM Eastern Time, applicants receive an email informing them whether they matched.

     

    The email is intentionally brief. It does not tell you the program where you matched. Instead, it simply answers one question:

     

    Did you match?

    For applicants who receive a “Congratulations, you matched” message, the biggest uncertainty of the application season is over. While there is still curiosity about where they matched, they can spend the rest of the week celebrating and preparing for Friday’s reveal.

     

    For applicants who learn that they did not match, or matched only partially in specialties that include preliminary and advanced positions, the week takes a different path.

     

    That’s where SOAP begins.

     

    March 15, 2027: SOAP Applications Open

    SOAP stands for the Supplemental Offer and Acceptance Program. SOAP exists to help eligible unmatched applicants obtain positions in residency programs that still have unfilled spots after the Match algorithm is completed.

     

    Although many students fear SOAP throughout the application cycle, it’s important to remember that every year thousands of residency positions are successfully filled through the process. Programs want to fill all of their available positions with qualified applicants just as much as applicants want to match!

     

    SOAP begins immediately after unmatched applicants receive their Match status notifications. During this phase, applicants gain access to a list of programs with available positions and can begin submitting applications through ERAS.

     

    The process moves much faster than the regular residency application cycle. Decisions that previously took weeks or months may now happen over the course of hours. As a result, preparation and flexibility become extremely important.

     

    If You Learn You Didn’t Match

    Finding out that you did not match can feel devastating. Most students spend years imagining Match Week ending one specific way, so receiving an unmatched notification can be emotionally overwhelming.

     

    If this happens, the most important thing to remember is that your next steps matter more than your initial reaction. Many successful physicians have gone through SOAP and ultimately built outstanding careers.

     

    Rather than focusing on what didn’t happen, your energy should shift toward understanding the available opportunities and creating the strongest possible SOAP strategy.

     

    Reach out to your advisors, student affairs office, mentors, and specialty leadership immediately. Most medical schools have dedicated teams ready to help students navigate SOAP.

     

    You do not need to figure everything out alone. Lean on your support network.

     

    March 16–18, 2027: SOAP Interviews and Selection Process

    The middle portion of Match Week is where SOAP becomes especially fast-paced. From March 16 through March 18, programs review applications and contact candidates for interviews.

     

    Unlike traditional residency interviews, SOAP interviews are often shorter and more focused. Some may be conducted virtually, while others may be brief phone conversations. Programs are trying to identify candidates who are genuinely interested, flexible, and likely to succeed within their training environment.

     

    Applicants should be prepared to discuss:

    • Why they are interested in the program
    • Their career goals
    • Their application strengths
    • Any concerns or obstacles in their application
    • Why they are a good fit for the specialty

     

    One of the most challenging aspects of SOAP is the uncertainty. Communication can happen quickly. Offers may be extended in multiple rounds. Applicants often spend much of the week waiting for updates while simultaneously preparing for potential interviews.

     

    The process can feel exhausting, but every round creates new opportunities.

     

    What Should You Do If You Already Matched?

    Ironically, students who successfully matched on Monday often spend the rest of the week wondering how to stay busy. After the stress of interview season and rank list decisions, there is finally very little left to do.

     

    Many students use the week to:

    • Celebrate with classmates and family
    • Relax and breathe a sigh of relief
    • Attend Match Week events
    • Reflect on how far they’ve come

     

    If you’ve matched, give yourself permission to enjoy the moment. Medical school often trains students to immediately move on to the next goal. Match Week is one of the rare opportunities to pause and appreciate a major accomplishment. Live in the moment and commend yourself on how far you’ve come and what you’ve accomplished.

     

    March 19, 2027: Match Day

    Finally, the day arrives. On Friday, March 19, 2027, applicants learn where they matched.

     

    For most students, Match Day is one of the most memorable days of medical school. Schools celebrate in different ways. Some host large ceremonies, while others hold smaller gatherings. Family members, friends, faculty, and classmates often attend to share the experience.

     

    The moment itself is surprisingly simple. You open an envelope, or receive your result electronically, and discover the residency program where you will train.

     

    After years of exams, clinical rotations, applications, interviews, and uncertainty, you finally have your answer. For many students, it feels surreal. One moment you’re a fourth-year medical student. The next, you’re preparing to become a resident physician.

     

    What If Match Day Doesn’t Go as Planned?

    It’s easy to think of Match Day as a single success-or-failure event, but reality is often more complicated. Some students match at their first-choice program. Others match lower on their rank list. Some find themselves training in cities they never expected to call home. And some begin residency through SOAP placements rather than the traditional Match process.

     

    The important thing to remember is that where you match is only the beginning of your career story. Years from now, your growth as a physician will be shaped far more by your work ethic, relationships, mentorship, and dedication to patient care than by the exact position of a program on your rank list. Somehow, no matter how you feel on Match Day, you’ll find that you ended up where you were meant to be. 

     

    Match Day is a major milestone, but it is not the final destination. It’s the starting line.

     

    Final Thoughts

    Match Week is one of the most emotional experiences in medical education. For some students, it brings immediate relief. For others, it presents unexpected challenges and difficult decisions. Regardless of the path, every applicant enters the week carrying years of hard work, sacrifice, and determination.

     

    If you’re approaching Match Week, remember that uncertainty is normal. Trust the effort you’ve already invested. Lean on your support system. Celebrate your accomplishments. And know that whether your path includes a straightforward Match result or a SOAP journey, there are many ways to build a successful and fulfilling medical career. The finish line of medical school is finally in sight.

     

    Quick Match Week Timeline (2027)

    March 15, 2027
    NRMP Applicant Match Status Announced

    March 15, 2027
    SOAP Applications Begin

    March 16–18, 2027
    SOAP Interviews & Selection Process

    March 19, 2027
    Match Day – Applicants Learn Their Residency Program

    Picture This: Improved Access, Exchange, and Use of Diagnostic Images

    As a radiologist, I rely on diagnostic images to guide decisions about patients’ health. Imaging has become central to patient management, and as such, the ability to access images at the point of care is critical. Today, ASTP/ONC is releasing a request for information (RFI) focused on the access to, and exchange of, diagnostic imaging.

    ASTP/ONC is committed to developing the best methods for the access, exchange, and use of electronic health information (EHI), through the adoption of standards and through the ONC Health IT Certification Program. In this RFI, we invite the public to comment on how standards and certification criteria can support the exchange of diagnostic images for the benefit of patients and providers.

    Behind every image is a patient waiting for answers. Ensuring those images move seamlessly between care teams means those answers can come faster, with greater accuracy and at a lower cost. We want to know how we can make diagnostic images more accessible to the providers and patients who need them. Let us know what is working, what is not, and how an optimal, yet unrealized, future state can be architected by regulation, reimbursement, and private sector coordination. Your input will help inform considerations for potential future standards and certification criteria for future rulemaking. Comments will be due 45 days after publication of the RFI in the Federal Register.

    Read the Diagnostic Imaging RFI.

    Bronchoscopy for Percutaneous Tracheostomy • LITFL

    OVERVIEW

    Bronchoscopy is widely used during percutaneous dilatational tracheostomy (PDT) to improve safety and accuracy, and to facilitate procedural supervision.

    RATIONALE

    Bronchoscopy provides real‑time visual confirmation of key steps and hazards during PDT. As such it can provide answers to the following questions:

    • Is ETT withdrawn adequately prior to commencing?
    • Is the wire/sheath in the right place?
    • Is the guide wire advancing correctly?
    • Is it safe to commence ventilation?
    • Are there any complications?

    Key benefits

    • ETT position confirmation
      • ensures the endotracheal tube is withdrawn enough to expose the tracheal puncture site without losing the airway.
    • Midline puncture and sheath placement
      • Bronchoscopy confirms the introducer needle, cannula, wire, and dilator are entering the trachea at an appropriate angle and depth.
    • Guidewire tracking
      • Prevents false passage, posterior wall injury, or oesophageal misplacement.
    • Ventilation safety (tube patency and position)
      • Confirms that the tracheostomy tube is patent and correctly positioned in the trachea prior to ventilation.
    • Complication detection
      • Early recognition of malposition, bleeding, posterior wall injury, or tracheal ring disruption.
    • Teaching and supervision
      • Allows trainers to see exactly what the trainee is doing and provide immediate corrective feedback.

    OPTIMAL POSITIONING

    Midline (12 o’clock) positioning of the tracheostomy tube is optimal as it:

    • Minimises coughing
    • Reduces risk of tracheostomy tube occlusion from twisting
    • May reduce long‑term tracheal stenosis

    If the trachea is imagined to be a clock face, with the most anterior curve of the tracheal ring at 12 o’clock, acceptable positioning is between 11 o’clock and 1 o’clock.

    Bronchoscopy also allows direct measurement of the distance between the carina and the distal tip of the tracheostomy tube. Maintaining a minimum 2–3 cm gap is ideal to prevent the tube tip from abutting the carina or entering a main bronchus during patient movement.

    After the tracheostomy tube is inserted, this distance can be measured by:

    • Advancing the bronchoscope until the carina is visualised.
    • Keeping the scope steady, pinch the bronchoscope between finger and thumb at the external opening of the tracheostomy tube.
    • Withdraw the bronchoscope until the distal tip of the tracheostomy tube comes into view.
    • The distance between your finger‑and‑thumb and the external opening of the tube corresponds to the carina‑to‑tube‑tip distance.

    COMPLICATIONS DETECTABLE BY BRONCHOSCOPY

    These include:

    • Posterior tracheal wall injury
    • False passage
    • Bleeding
    • Tracheal ring fracture
    • Tube malposition (e.g. anterior to trachea in subcutaneous tissue or mediastinum) or obstruction (e.g. tip against tracheal wall or carina)
    • Carinal or bronchial trauma (rare)

    DOWNSIDES OF BRONCHOSCOPY

    Downsides of bronchoscopy include:

    • Increased procedural complexity
      • requires additional equipment and personnel, as well as coordination between bronchoscopist and proceduralist.
    • Potential for hypoventilation or gas trapping
      • especially with small ETTs or high PEEP.
    • Equipment risk
      • needle injury to the bronchoscope is a a real hazard (much less expensive with the use of disposable bronchoscopes)
    • Cognitive load
      • dividing attention between bronchoscopy and the external field can impair situational awareness.

    EVIDENCE

    Dong et al, 2026

    • A systematic review of seven RCTs (n = 639 patients)
      • methodologically sound, transparent, and used modern tools (PRISMA, RoB 2, GRADE).
    • Findings:
      • Bronchoscopic guidance during PDT significantly reduced bleeding (RR 0.57), misplacement (RR 0.17), and posterior tracheal wall injury (RR 0.08), all with moderate‑certainty evidence
      • it also improved first‑attempt puncture success (RR 1.33, high‑certainty evidence)
      • operating time showed no meaningful difference (MD 1.14 min, very low‑certainty evidence)
      • all primary outcomes showing consistent direction of benefit and minimal heterogeneity except for operating time.
    • Limitations:
    • small, single‑centre RCTs
    • imprecision (few events)
    • heterogeneity in secondary outcomes
    • lack of long‑term follow‑up
    • Conclusion
      • While the certainty of evidence is subject to limitations,the direction of effect is consistent across trials, and the findings are clinically plausible: bronchoscopy improves accuracy and reduces complications. 

    Some RCTs (e.g. Nachson et al, 2026, published after Dong et al, 2026) have failed to show patient outcome benefits from bronchoscopy use during PDT, and show increased procedural time and increased rates of correctable adverse effects such as hypotension and dynamic hyperinflation. However, such studies usually include experienced proceduralists and lack sufficient numbers to detect differences in catastrophic adverse effects (e.g. tracheo-oseophageal fistula formation due to oesophageal malposition of the tracheostomy tube).

    PRACTICAL TIPS

    • Use a large‑bore ETT (≥8.0 mm) when possible to reduce obstruction from the bronchoscope.
    • Withdraw the ETT just enough to visualise the anterior tracheal wall without losing the airway. The inflated ETT balloon should sit just above the vocal cords. Alternatively, the ETT may be removed completely and replaced with a supragottic airway device.
    • If there is a risk of gas trapping do not leave the bronchscope in the ETT during the procedure, insert and remove when needed to answer specific questions at the different phases of the procedure.
    • Maintain continuous communication between bronchoscopist and proceduralist.
    • Keep the bronchoscope centred to monitor needle entry and avoid posterior wall injury.
    • Watch for dynamic hyperinflation if ventilation pressures rise.
    • Adjust ventilator alarms (e.g. peak pressure alarms) prior to insertion of bronchscope down the ETT.
    • After insertion, confirm tracheostomy tube position and check for complications.

    CONCLUSION

    Bronchoscopy is widely used during PDT:

    • Enhances safety, accuracy, and supervision
    • Helps avoid major complications (especially rare events such as oesophageal misplacement that are catastrophic if they occur)
    • Adds complexity and time but is likely beneficial overall
    • Should be used deliberately to answer specific questions during the procedure

    REFERENCES

    Journal articles

    • Dong X, Guan X, Zhu Y. Percutaneous dilatational tracheostomy with versus without bronchoscopic guidance: a systematic review and meta-analysis of randomized controlled trials. BMC Anesthesiol. 2026 Mar 17;26(1):260. doi: 10.1186/s12871-026-03759-2. PMID: 41845239; PMCID: PMC13107874.
    • Nachshon A, Shapiro A, Goldfarb S, Kuzmina N, Romain M, Schwartz A, Abutbul A, Vilchik I, Beil M, van Heerden PV; Tracheostomy Study Group. The impact of bronchoscopy on the safety of percutaneous tracheostomy: a randomized controlled trial. Crit Care. 2026 Mar 18;30(1):218. doi: 10.1186/s13054-026-05912-2. PMID: 41851791; PMCID: PMC13127085.

    Chris is an Intensivist and ECMO specialist at The Alfred ICU, where he is Deputy Director (Education). He is a Clinical Adjunct Associate Professor at Monash University, the Lead for the  Clinician Educator Incubator programme, and a CICM First Part Examiner.

    He is an internationally recognised Clinician Educator with a passion for helping clinicians learn and for improving the clinical performance of individuals and collectives. He was one of the founders of the FOAM movement (Free Open-Access Medical education) has been recognised for his contributions to education with awards from ANZICS, ANZAHPE, and ACEM.

    His one great achievement is being the father of three amazing children.

    On Bluesky, he is @precordialthump.bsky.social and on the site that Elon has screwed up, he is @precordialthump.

    | INTENSIVE | RAGE | Resuscitology | SMACC

    Residency Application Timeline for the 2026-2027 Match Cycle

    This article was updated on June 19, 2026, by Rebecca Lapides to reflect the most current information and recommendations.

     

    The final year of medical school marks the start of your residency application journey. To succeed, you need a clear understanding of the application process and its key milestones. For this purpose, we’ve created a detailed timeline to help you navigate the application process! This valuable resource includes:

     

    • Key residency application deadlines and milestones
    • Expert advice to stay on track
    • A to-do list with all of your application tasks
    • A clear roadmap to guide you through the application process

     

    Watch our video below for a “Basic Overview of the Residency Application Process” from our Residency Roundtable webinar to familiarize you with the residency program start dates and residency application process. Register for this year’s webinar in July related to ERAS Readiness Check: How to Strengthen Your Application and ask all your questions in real time!

     

     

    Our downloadable residency application timeline is designed to simplify the application process, providing a clear roadmap to help you stay organized and focused. Enter your email above to get instant access to this valuable resource.

     

    If you’d like personalized guidance and support throughout the application process, consider connecting with a residency advisor from Elite Medical Prep. They can offer tailored insights and expertise to help you succeed. Schedule a complimentary consultation to learn more. Let’s dive straight into the important dates, and tasks you should be completing over each of the next few months!

     

    April to May:

    Building a Strong Residency Application

    By now, you’ve likely chosen your desired specialty and are preparing your residency application. It’s essential to focus on the core components of your application:

     

    • A compelling personal statement
    • Strong letters of recommendation
    • Solid exam scores (USMLE, COMLEX, etc.)
    • Impressive clerkship grades
    • A comprehensive ERAS application, showcasing your research, volunteer work, and other activities

     

    Writing a Compelling Personal Statement and Securing Strong Letters of Recommendation

    As you begin drafting your personal statement, consider who can write an excellent letter of recommendation on your behalf. Typically, you’ll need a standard letter from your medical school, plus two additional letters from mentors in your specialty or those you’ve worked closely with. For expert tips on obtaining great letters of recommendation, check out our past Residency Roundtable session.

     

    Summer Planning: Away Rotations and Sub-Internships

    If you’re completing away rotations, submit your applications around early spring. Consider programs that you would like to learn more about and think could be a good fit. Do not wait until the last minute to apply, as some applications have requirements that can be time consuming to complete. Also consider that if you do away rotations by July, you can consider asking an attending at the program for a letter of recommendation, which will significantly strengthen your application.

     

    June to July:

    Begin ERAS and Create a List of Potential Residency Programs

    Have your printable residency application timeline ready! We’re getting down to business. In June, you will receive an ERAS (electronic residency application system) token from your school.

     

    It’s now time to register an account and begin filling out your application with your basic information. The ERAS application will open on June 4th 2026. It is important to start filling out your application early. The goal is to submit your ERAS application the day that submission opens (given many interviews are provided on a rolling basis). Your ERAS application will include:

    • Your personal statement
    • Letters of recommendation,
    • Grades
    • Your CV

     

    Since you have to manually enter the components of your CV into the designated spots in ERAS, this process is time-consuming and will require several rounds of edits to ensure no errors are missed.

     

    Additionally, it is important to compile a list of residency programs that you want to apply to. Work with an EMP residency advisor to take into account how many programs to apply to, where to apply, and what backup plans to consider if necessary. It is also helpful at this point to send your personal statement to some individuals in your field for feedback prior to its submission.

     

    Lastly, by the end of this time you will need to formally request letters of recommendation from faculty to allow them enough time (ideally more than 4 weeks) to complete the letter.

     

    August to September:

    Finalizing and Submitting Your Residency Application

    As you enter the final stretch of the residency application timeline, focus on uploading your letters of recommendation and personal statement, and finalizing the details of your application. Don’t forget to release your USMLE scores to ERAS, allowing programs to view them. Also, be sure to include a professional photo with your application.

     

    Medical Student Performance Evaluation (MSPE) Letter

    Your medical school will create an MSPE letter, a standardized letter of recommendation that includes a compilation of your clerkship evaluations and a narrative statement of your educational journey. You’ll have the opportunity to review and make minor edits as needed. Be sure that you work with your school to ensure that this letter highlights all the qualities and experiences that you want it to include. 

     

    Submit Your Application and Register with the NRMP

    Submit your application on the earliest possible date, for the 2026-2027 residency application cycle that’s in early September (September 2, 2026). Additionally, register with the National Resident Matching Program (NRMP) on September 15th, 2026 to gain access to the program where you’ll eventually submit your match list. Residency programs can begin reviewing applications by late September, so ensure all materials are uploaded to ERAS by this date to maximize your chances of success with interviews.

     

    October to December:

    Schedule Your Interviews and Prepare Accordingly

    Once you have submitted your ERAS application, programs will begin to review applications on September 23rd, 2026. You will want to ensure you get notifications of your ERAS interview requests. Desirable interview slots are often taken on a first come first serve basis leaving those who review the email later at a disadvantage. For this reason, many students will have their emails forwarded to their phones and have friends or loved ones cover their inboxes during times they may be away for a longer period of time.

     

    During this downtime, you will want to prepare for your residency interviews. When interviews for residency start, you want to be ready. Consider some responses to commonly asked questions, and ensure you have an elevator pitch for yourself when given the opportunity. Consider what questions you will ask programs ahead of time. Often students will take physical notes or record voice memos following these experiences. This will provide additional information with which to make a match list come February.

     

    Additionally, if you do not receive interview invitations from programs you are highly interested in, consider reaching out to the programs who welcome applicant communication to demonstrate interest and increase your odds of receiving an interview.

     

    To help you stay on track, download our Residency Interview Toolkit! It includes a preparation guide, checklist, sample questions, thank-you email templates, and more to streamline your interview prep. Enter your email below to get this free resource sent straight to your inbox.

     

    Fill out the form below to receive your free Residency Interview Toolkit via email!

     

    It’s important to note here that if you are part of the military match, this takes place in mid-December, 2026. 

     

    January:

    End of Interview Season for Residency and Begin Ranking Programs

    This is the end of the residency interview season, and during this time you will be completing your last residency interviews. Given that you will ultimately decide between programs months after you interview there, you will want to make note of interview impressions the day of and distinguish features of a program that may not be visible on their website or in other supporting documentation.

     

    Many students will also send thank you notes to the interviewers who spent time speaking with them. Note that some programs explicitly request that you do not send thank you letters or any post-interview communication. Be sure to abide by these requests, if present. You will also want to check in with an advisor around this time to ensure you have secured enough interviews to have a high probability of success in the match.

     

    By the end of this period, you will want to have a preliminary rank order list of programs. Once you have decided on your top choice program where you have interviewed, you should send a letter of intent. This serves to notify them that you will be ranking them first and why. Again, only send this if it’s a program that welcomes post-interview communication. 

     

    Note that the deadline to register with the NRMP is January 29th, 2027. After this date, you will pay a late fee. You must register with the NRMP by March 4th, 2026 to be eligible for the Supplemental Offer and Acceptance Program (SOAP).

     

    February to March:

    Submit Your Rank Order List and Then Review Your Residency Application Results!

    The rank order list opens by the beginning of February (February 1, 2027). The deadline to certify your rank order list is March 3rd, 2026. You will find out if you have matched on March 15th, 2027. Individuals who did not match can enter the Supplemental Offer and Acceptance Program (SOAP) the same day.

     

    Finally, Match Day is on March 19th, 2026, where you find out your new home for your next stage of training!

     

     For help navigating this year’s residency application timeline including CV and personal statement review and editing, mock interviews, letters of intent for residency programs and more, consider enlisting the help of an Elite Medical Prep residency advisor! Schedule your complimentary consultation today to learn more!

    Advancing the Future of Behavioral Health Data Exchange 

    Patients with behavioral health conditions are often dually-burdened with chronic physical health conditions. Consequently, providers caring for these patients must coordinate their care to get the best possible health outcomes. The lack of reliable health information exchange and integration of health data across care settings can inhibit this essential care coordination. For example, individuals may face duplicative tests, medication errors, or gaps in care at critical moments. HHS recognizes the vital role that innovative health information technology (health IT) plays a vital role in solving these challenges. Improved electronic data exchange can expand access to behavioral health care, support enhanced care coordination, empower clinical decision-making, and lead to improved health outcomes. 

    The Behavioral Health Information Technology (BHIT) Initiative is addressing the need for improved data exchange in behavioral healthcare settings. Nine new pilot projects will advance health data exchange to improve behavioral health care coordination. View press release announcing the pilot projects

    BHIT Initiative 

    The BHIT Initiative is a $20 million effort led by ASTP/ONC and the Substance Abuse and Mental Health Services Administration (SAMHSA). The effort includes partnering with the industry to develop the USCDI+ Behavioral Health (USCDI+ BH) dataset and the FHIR® Behavioral Health Profiles Implementation Guide (BH IG) to provide standardized data elements and technical specifications to improve the state of behavioral health data exchange across care settings. The pilot projects will test the USCDI+ BH dataset and the FHIR® BH IG to assess behavioral health data exchange in real world settings across the country.   

    Pilots Selected 

    The testing will not only improve the standards and technical specifications of the USCDI+ BH dataset but will also provide vital information about providers’ implementation experience as well as legal and policy considerations for the broader provider community. Pilot participants represent 45 exchange partners across Colorado, Connecticut, Delaware, Florida, Massachusetts, North Carolina, Oregon, Rhode Island, and Washington, DC. Along with technical assistance, ASTP/ONC and SAMHSA will provide funds ranging from $300,000 to $690,000 to implement innovative, community-driven projects that test the USCDI+ BH dataset and FHIR® BH IG, and support improved behavioral health information exchange over the next year. 

    The pilot projects will identify effective practices and opportunities that can support improved behavioral health data exchange for patients and providers. This includes care coordination, federal and state reporting, patient access and consent, and consent management for entities covered by federal requirements for the confidentiality of substance use disorder patient records (42 C.F.R. Part 2). 

    Many pilot projects also are leveraging health information exchanges as infrastructure for data sharing, and two are exploring innovative uses of artificial intelligence alongside the use of USCDI+ BH data elements. Importantly, these pilot projects include participants at varying levels of health IT maturity, increasing the likelihood that the solutions developed can scale across diverse provider types and settings. 

    Looking Ahead 

    The pilot projects have already begun the initial phase of their work, and will be complete by the end of 2026. The lessons learned from the pilot projects will inform refinements to the USCDI+ BH data elements and FHIR® BH IG technical specifications. The knowledge gained also will shape the development of the Behavioral Health Information Resource – a comprehensive tool that incorporates lessons learned and best practices from the pilots, with a planned release in 2027. Stay tuned for more updates and find the informational resource on our website next year. 

    These pilot projects represent an important step toward a more interoperable healthcare system that supports integrated behavioral and physical health care. By testing standardized data exchange in real-world settings across the country, we’re building the foundation for scaled adoption that can improve continuity of care, improve exchange of data across care settings, and deepen the connection between two parts of the healthcare system that are often siloed.  

    Stay Engaged 

    We encourage stakeholders to stay tuned for updates on pilot project progress and for opportunities to provide feedback on the USCDI+ BH dataset and FHIR® BH IG.  

    This blog post was co-authored with Christopher D. Carroll, the Principal Deputy Assistant Secretary for Mental Health and Substance Use at the Substance Abuse and Mental Health Services Administration (SAMHSA).